Thesis for Candidate of Pedagogical Sciences degree in specialty 13.00.02 – theory and methods of musical education. – Sumy State Pedagogical University named after A. S. Makarenko. – Sumy, 2021.
The thesis is devoted to the issue of forming the future music teacher’s readiness for artistic-interpretative activities, developing a structural-functional model and implementing the developed pedagogical conditions in the educational process, experimental verification of the effectiveness of the author’s methodology in the conditions of higher pedagogical education institutions. In the thesis, readiness for artistic-interpretative activities is considered not only as a result, but also as the goal of vocal preparation of a future music teacher, the basis for the effective realization of each student’s vocal-performing skills. Readiness for artistic-interpretative activities is an integral personal structure, the core of which consists of positive attitudes and motives, professional knowledge and skills that ensure the ability for bright, unique and convincing performance of vocal works. In this case, the relevance of the study is due to a wide range of musical specialties in which artistic-interpretative activities can be applied, conducting various forms of singing classes (lessons, circles, studios), emergence of a large number of vocal works requiring highly professional performers and interesting interpretations. The future music teacher’s readiness for artistic-interpretative activities in practice is manifested in self-regulation and optimal choice of vocal principles and techniques in the process of vocal training and concert activities.
The methodological basis of the study consists of activity, personality-centered, functional, culturological, and structural-semiotic approaches, as well as special principles for the formation of readiness for artistic-interpretative activities: performing self-control, performing novelty, performing reflection, performing artistry. It is argued that formation of readiness for artistic-interpretative activities includes both the personality-vocal and methodological-performing component, which at the theoretical-modeling level are represented by motivational, emotional, creative and communicative components.
A structural-functional model of forming the future music teacher’s readiness for artistic-interpretive activities has been created, which represents the unity of the methodologically targeted, informative and productive-analytical units and consists in interaction of the content, principles, methods, forms, pedagogical conditions that ensure implementation of the author’s methodology and guarantees achievement of the planned result.
The state of future music teachers’ readiness for artistic-interpretative activities at the stage of preliminary diagnostics has shown a predominantly low level of motivational, emotional, creative and communicative indicators of students of art faculties in higher education institutions. As a result of the analysis of scientific and methodological literature and personal vocal-pedagogical experience of the applicant, the pedagogical conditions were realized (mastering by students of biophysical and orthoepic bases of vocal language; attentive attitude to the literary text; understanding of vocal-performing stylistics of a musical work; students’ adaptability to concert performances, and methodological techniques aimed at: artistic persuasion, artistic evaluation, artistic suggestion and artistic imitation). Criteria and indicators of readiness for artistic-interpretive activity of the future music teacher in the process of vocal training (motivational, emotional, creative, communicative), stages (setting-informational, activity-oriented, creative-independent) are determined.
The results of the study show that all indicators of formed readiness for artistic-interpretive activities in the future music teacher in the experimental group is higher than in the control (low – 11,1 % in EG vs. 28,3 % in CG; high – 47,9 % in EG vs. 34,2 % in CG). This gives grounds to draw a conclusion about the positive qualitative changes in the readiness of students to carry out artistic-interpretive activities. The recorded success in the formation of readiness for artistic-interpretive activities convincingly testifies to the pedagogical expediency and effectiveness of the experimental methodology.
Key words: readiness, future music teacher, vocal training, performing skills, musical work, artistic-interpretive activity, formation of the future music teacher’s readiness for artistic-interpretive activity.
