Du H. Methodology of formation of future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble

The thesis is a comprehensive study in the field of theory and methods of musical education, devoted to the process of formation of future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble. The theoretical foundations of the study of the problem of readiness in the psychological-pedagogical scientific discourse are revealed. Structural-functional model of future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble, which consists of four components – motivational, musical, organizational and creative, is developed. The methodology of forming future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble has been substantiated. It is proved that in the developed methodology the leading role play psychological-pedagogical, system-functional, activity approaches, ideas of pedagogy of cooperation and developmental training, on the basis of which the pedagogical principles are substantiated: pedagogical modeling, axiological expediency, synergy of the ensemble members, creative activity, ergonomics, consequence, complementarity. The methodological paradigms that meet the goals of educational work with the children’s instrumental ensemble are determined, namely: coordination of ensemble actions, learning and performance of musical composition, collective play and improvisation. A set of methods and forms of forming future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble, aimed at two-stage implementation (at adaptive and creative-performing stages), has been developed. The criteria and indicators for assessing future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble are determined. On the basis of analysis of the results of ascertaining experiment, three levels of future music teacher’s psychological-pedagogical readiness for conducting activity and management of the children’s instrumental ensemble are defined: high – intentional, medium – potential and low – indifferent. The effectiveness of the developed methodology has been experimentally verified, which is confirmed by the results of monitoring diagnostic tests performed in the experimental and control groups.