Stepanov V. Methods of training future music teachers for multimedia arrangement in the process of professional preparation

The dissertation investigates the problem of training future music teachers for multimedia arrangements in the process of professional preparation. The concepts of "multimedia arrangement"; "teaching multimedia arrangement" (its content and specifics is defined); "proficiency in multimedia arrangement" (the essence is revealed, the structure, which includes motivational-emotional, information-cognitive and creative-activity components is developed) are defined. The criteria, indicators and levels of proficiency of future music teachers for multimedia arrangement are developed. The effectiveness of author's step-by-step technique of training future music teachers for multimedia arrangement in the process of professional preparation based on the personal, axiological, acmeological, competence, activity approaches and hermeneutic as a basic one is proved. This technique covers three stages (informational, correctional-independent and productive-creative). It is ensured by compliance with the principles of dialogical training, its musical and aesthetic orientation, acmeological support of the student in his spiritual development, individual approach taking into account different levels of musical-theoretical preparadness and listening experience of students, taking into account individual characteristics in the application of collective forms of work, correspondence of creative tasks to the content of educational activity, creative self-realization of the person; realization of pedagogical conditions (formation of positive motivation to creative self-realization; providing training orientation on the development of students' artistic and aesthetic taste and the enrichment of their musical and auditory experience; focus on interdisciplinary integration of knowledge, skills and abilities; organization of lessons taking into account the development of associative creative thinking; emphasizing independence in the process of educational and productive practical activities); includes methods (verbal, visual, interactive, practical, analytical and thought activity, estimation and self-estimation, stimulation of creativity, self-control) and forms of educational activity (collective, group, remote, individual).