Tan S. Formation of cognitive-emotional perception of musical works of Viennese classics by the future teachers in the process of piano learning

The thesis is devoted to the problem of formation of cognitive-emotional perception of musical works of Viennese classics by the future teachers in the process of piano learning. It is found out that realization of cognitive-emotional perception of musical works of Viennese classics requires active intellectual and emotional musical-auditory activity, the use of knowledge from various fields of scientific knowledge, from a special methodology for determining rational approaches of awareness and emotional response in the practice of professional activity. The author's position on the theoretical foundations of the process of formation of cognitive-emotional perception of musical works of Viennese classics by the future teachers is substantiated, the content is revealed and the notion of "cognitive-emotional perception of musical works of Viennese classics" and the process of its formation are derived. The research theoretically substantiates the component structure of the investigated phenomenon, which includes a motivational-directional component that reveals orientation of the musical interests of the future piano teachers, activates their own intellectual and emotional potential and experience, enriches the style thesaurus; an axiological component that promotes awareness of the cultural value of Viennese classical music, reveals the stylistic features of its intonational-figurative content, musical forms, and the expediency of achieving the goal of mastering them in piano practice; an intellectual-emotional component that reveals the binary essence of the unity of students' mental and emotional reactions to piano pieces of a certain style, creates the appropriate conditions for deepening the intellectual skills of comparing educational material in order to establish connections between musical phenomena; stimulates emotional activity when receiving information and performing music of Viennese classics; a self-productive component that reveals an interest in the content of specific techniques of perception of Viennese classical music and reflects self-regulation of the intellectual-emotional activity by reducing the educational-informational part and increasing self-selection, interpretation, activating the reflection on the process and the result of the use of self-regulation methods of studying and performing piano music of Viennese classics by the future teachers. The developed author's model of formation of cognitive-emotional perception of musical works of Viennese classics by the future teachers in the process of piano learning is based on the principles of stylistic interest, musical-auditory activity, individualization, and creative presentation. The criteria and indicators of evaluation are developed; the levels of formation of cognitive-emotional perception of musical works of Viennese classics are presented. The step-by-step technique, which included three stages, was developed and experimentally verified. This structure had led to the phased use of the proposed teaching methods on the principle of complication.