Методичний супровід обдарованих дітей у процесі навчання грі на фортепіано

Abstract

У статті розглянуто методичний супровід обдарованих дітей як ефективну і актуальну стратегію роботи в фортепіанному класі. Визначено складові загальної і музичної обдарованості, а також специфічні психологічні особливості музично-обдарованих дітей. Методичний супровід визначається як інтегральний вид педагогічної взаємодії педагога і учня в класі фортепіано, який ґрунтується на індивідуальному і творчому підходах. Запропоновано певні методи роботи в класі фортепіано, які спрямовані на максимально ефективний розвиток обдарованої дитини в особистісному і музично-виконавському контексті. The article is devoted to the problem of the work with gifted children in the process of teaching them to play the pianoforte. The importance of organization of special conditions for educating gifted children is out of the question, since there is a necessity to take into consideration peculiarities of their psyche. Besides, an efficient development is perspective and significant work in the scale of Ukraine’s society, as gifted children’s potential is the potential of the whole country. The problem of pedagogical interaction with gifted children has been and is still acute for music pedagogy, in the sphere of teaching pianoforte in particular. Therefore, the aim of the article is to substantiate the contents of the methodical support of gifted children under conditions of teaching the pianoforte as an efficient strategy of pedagogical interaction. The specificity of giftedness, which is considered as an integrated quality of a person which develops during lifetime and influences the results of this activity in a special way, is revealed in the article. But for cognitive abilities, creativity and motivation directed at a certain kind of activity are the components of giftedness. Musical giftedness which manifests itself as a special type of music perception, the ability to concentrate oneself on classes, a striving to pick up tunes by ear and improvise, an enduring intoning, high movements coordination often manifests itself in some contradictions. This is an increased criticality, sensitivity, unpreparedness of the psycho-emotional sphere for performing musical works of a high complexity level, regarding age, etc. Methodical support in the framework of the research is considered to be a creative interaction of a student and a teacher aimed at solving acute problems in the process of all the stages and forms of teaching the pianoforte. The author suggests efficient methods of this type of work which realise the creative and individual approaches as well as activate a training initiative, stimulate inquisitiveness, form gifted student’s reflection potential, activate and deepen his / her musical and performing experience. These methods are as follows: the method of heuristic conversation, the method of self-diagnosis, the method of portfolio and other ones.