In the study, the problem of formation of sonorous representations of junior schoolchildren of specialized musical institutions in the process of piano training is actualized. The appeal to this theme is conditioned by the modernization of the musical education of China, the priority task of which was the strengthening of the artistic and aesthetic orientation of the training of young musicians, mastering the necessary skills in the field of instrumental performance by comprehending and summarizing the achievements accumulated by the best performing musicians of past times and modern times. On the basis of a generalization of aesthetic-philosophical, art criticism and psychological-pedagogical literature, a terminological analysis of the concept of "sonorous representations" is carried out and its content is disclosed. In the study, it is characterized as an integrative unity of musical-auditory and motional elements, capable of changing and improving in the process of musical activity in conditions of special pedagogical influences. It is proved that in the work on the embodiment of the figurative and artistic content of the musical work three types of sound-like representations are associated: the concrete sound texture (harmonic-harmonic, rhythmic, harmonic), associative (ideological-emotional-figurative) and "technical" (motor). Accordingly, the formation of sound-like representations is characterized by processuality and consistency and is carried out in four phases: the installation on the integral aesthetic assimilation of sounds; aesthetic perception of sounds by their complexity; the fusion of emotionally-sensual activity and the process of sound formation; catharsis and evaluation of sound images. Through the prism of axiological, personality-oriented and creative-activity approaches, the component structure of sonorous representations is determined in the process of learning the piano playing of younger schoolchildren, which represents the unity of melodic, timbre-dynamic, articulatory, metro-rhythmic and form-building components. The presented organizational and methodological model reveals the features of the formation of sonorous representations of younger schoolchildren in the process of piano learning and includes goals, tasks, pedagogical conditions, structural components, forms and methods of teaching. The diagnostic toolkit of ascertaining and forming experiments is determined, which makes it possible to reveal the levels of formation of these qualities. A method for forming sonorous representations of junior schoolchildren in the process of learning the piano was developed, which was carried out during three interrelated stages, each of which provided for the gradual formation of all components of the audio-visual representations, the introduction of the developed pedagogical conditions and the principles, forms and methods of working with students.
