MODELLING THE FUTURE MUSIC TEACHERS’ READINESS TO PERFORMING AND INTERPRETIVE ACTIVITY DURING INSTRUMENTAL TRAINING

• Main Author: Chenj Bo
• Format: Article
• Language: English
• Published: Donbas State Pedagogical University 2016-11-01
• Series: Profesìonalìzm Pedagoga: Teoretičnì j Metodičnì Aspekti
• Subjects: performing and interpretative activities; availability; scientific and methodological approach; principles; the components; methods; modelling
• Online Access: http://pptma.dn.ua/files/2016/4/26.%20Chen_Bo_S_257-268.pdf

One of the main fields of training future music teachers in Ukrainian system of higher education is instrumental music one, such as skills of performing and interpretive activities. The aim of the article is to design a model of the future music teachers’ readiness to performing and interpretive activities in musical and instrumental training. The process of modelling is based on several interrelated scientific approaches, including systemic, personality-centered, reflective, competence, active and creative ones. While designing a model of music future teachers’ readinesses to musical interpretive activities, its philosophical, informative, interactive, hedonistic, creative functions are taken into account. Important theoretical and methodological factors are thought to be principles of musical and pedagogical education: culture correspondence and reflection; unity of emotional and conscious, artistic and technical items in musical education; purposeful interrelations and art and pedagogical communication between teachers and students; intensification of music and creative activity. Above-mentioned pedagogical phenomenon is subdivided into four components: motivation-oriented, cognitive-evaluating, performance-independent, creative and productive. For each component relevant criteria and indicators are identified. The stages of future music teachers’ readiness to performing interpretative activity are highlighted: information searching one, which contributes to the implementation of complex diagnostic methods (surveys, questionnaires, testing); regulative and performing one, which is characterized by future music teachers’ immersion into music performing and interpretative activities; operational and reflective stage, which involves activation of mechanisms of future music teachers’ self-knowledge, self-realization, formation of skills of independent artistic and expressive various music genres and styles interpretation; projective and creative one, which is the creative implementation of acquired music interpretive and performing skills. Further experimental study has to prove the efficiency of the designed model of future music teachers’ readiness to performing and interpretative activities.