Zhou Y. Projecting future music teachers’ piano training for the formation of school students’ artistic and emotional experience

The research presents a theoretical justification and a new solution to the problem of forming artistic and emotional experience of future music teachers as a factor in their readiness to form such an experience in school students based on specially designed piano training. The aim of the study is to theoretically substantiate, develop and experimentally test the methodology of designing future music teachers’ piano training in order to achieve their readiness to form the artistic and emotional experience of school students. The essence of future music teachers’ artistic and emotional experience is determined. This professional unity consists of three components, each of which contains two important elements. Thus, the gnostic and anthropological component consists of the following elements: orientation in the psychological and physiological foundations of individual’s emotional sphere; awareness of the patterns of art’s influence on the emotional sphere of man, awareness of the synthesis of emotional and rational in artistic and creative activities; the value-based and intentional component consists of the following elements: the fund of artistic preferences and the formation of standards of emotional response to certain artistic and sense-related, figurative as well as language and intonational means; the presence of accumulated emotional and value standards; the creative and praxeological component consists of the following elements: the ability to reflect on the emotional and creative experience of artistic images; master the skills of extrapolation of one’s own artistic and emotional experience to perceptual, performing and pedagogical processes. Experimental verification of the effectiveness of the methods of projecting future music teachers’ piano training for the formation of school students’ artistic and emotional experience was carried out in stages: actualizing and preparatory, mental and accumulative, creative and affective. At each stage, the author assessed the effectiveness of certain pedagogical conditions and developed by the author or modified methods that were introduced against the background of substantiated scientific approaches with adherence to certain principles.