Методика формування художньо-герменевтичної компетентності магістрів музичного мистецтва та хореографії

Abstract

Виявлено педагогічний потенціал сучасної теорії герменевтики мистецтва. Уточнено сутність художньо-герменевтичної компетентності магістрів музичного мистецтва та хореографії, визначено її компонентну структуру. Розроблено методику формування художньо-герменевтичної компетентності магістрів музичного мистецтва та хореографії. Обґрунтовано критерії, показники та рівні сформованості художньо-герменевтичної компетентності магістрів музичного мистецтва та хореографії. Експериментально перевірено ефективність пропонованої методики формування художньо-герменевтичної компетентності магістрів музичного мистецтва та хореографії. The thesis is a comprehensive study in the field of theory and methodology of musical art concerning the problem of forming musical art and choreography masters’ artistic-hermeneutic competence. The study reveals pedagogical potential of the modern theory of art hermeneutics by generalizing theoretical-methodological and practical-technological aspects of the theory of hermeneutics in its extrapolation to artistic pedagogy. The essence of artistic-hermeneutic competence of musical art and choreography masters is specified. The definition of the concept “artistic-hermeneutic competence of musical art and choreography masters” is revealed. The component structure of the artistic-hermeneutic competence of future teachers of music and choreography, which contains the following components: artistic-perceptual, semiotic-cognitive, creative-exploratory and experiential-pedagogical, is determined and substantiated. The methodology of formation of musical art and choreography masters’ artistic-hermeneutic competence is developed. It is based on the competence, teleological, activity approaches, on the basis of which pedagogical principles are defined: integration and coherence between disciplinary knowledge, skills and pedagogically oriented interpretation experience; motivational-intentional, which orients to hermeneutic activity; semiotic-textual orientation of masters’ research interest; cultural conformity as accentuation of the significance of the concepts of cultural heritage in the formation of personal qualities and spiritual potential of man. Criteria, indicators and levels of formation of musical art and choreography masters’ artistic-hermeneutic competence are grounded. Criteria and indicators, which have been developed in accordance with the component structure of the specified competence, allow us to trace the phase structure of the process of formation of professional knowledge and skills: 1) purposeful perception of artistic text; 2) adequate decoding and identification of information, which is potentially contained in artistic texts; 3) disclosure of the meanings of artistic text in the educational aspect, their explication in the form of pedagogical-interpretive speech. The effectiveness of the method of forming musical art and choreography masters’ artistic-hermeneutic competence has been experimentally tested. It is proved that it depends on the phased organization of educational activities: first stage – propaedeutic; second stage – basic; third stage – creative-productive. The validity of the following pedagogical conditions has been confirmed: optimization of the educational process of forming artistic-hermeneutic competence of students by means of innovative technologies; organization of common educational-communicative environment; pedagogical stimulation of students to hermeneutic and research activity in the field of art pedagogy. The specified conditions create favorable learning environment for professional development of future music teachers and choreographers and ensure the effectiveness of the applied methods and methodological techniques of forming students’ artistic-hermeneutic competence.