The study presents a theoretical justification and proposes a new solution to the problem of future musical art masters’ preparedness to apply the artistic and worldview potential of piano music in order to form an artistic and aesthetic worldview of the personality.
The essence of artistic and aesthetic worldview is determined, which is the process and result of perception of art works through the prism of reflecting the philosophical understanding of life and relationships of man, nature, society by specific means, artistic images, symbols corresponding to certain aesthetic principles of epoch and style. The essence of the concept of “artistic and aesthetic worldview of the personality” is defined as his/her ability to a holistic artistic, aesthetic and poetic sense of harmony, beauty of the environment and human relations, depicted in works of art, which is transferred to the value-semantic perception of reality and own artistic and creative activity.
The problem of future musical art masters’ preparedness to form artistic and aesthetic worldview of the personality is actualized. This preparedness is defined as a professional quality that provides the ability to purposefully and methodologically apply the artistic and philosophical potential of musical art, which is objectified through its semiotic-contextual, figurative-semantic and associative-descriptive resources. It is proved that future musical art masters’ preparedness to form an artistic and aesthetic worldview of the personality consists of worldview, perceptive, interpretive and innovative components.
The methodology of preparing future musical art masters for the formation of artistic and aesthetic worldview of the personality is substantiated. In accordance with the selected scientific approaches (epistemological, multicultural, hermeneutic and innovative) the methodological principles have been developed: correlation of epistemological and axiological aspects of the cognitive process; application of artistic and worldview potential of the poly-vector (ethnic, culturological, stylistic, subcultural) of musical repertoire; semiological support of the educational process; agonastics as a pedagogical resource for the organization of creative activity with artistic and worldview content. The methodology was based on pedagogical conditions: stimulating a meaningful attitude of future musical art masters to the worldview, artistic and aesthetic content of piano works; purposeful description of the artistic and worldview context of the piano works’ images; actualization of artistic and conceptual explication in the process of creative and performing interpretation of piano works by future musical art masters; involvement of future musical art masters in the organization and participation in multicultural-interactive forms of music-educational process. Groups of methods that implement the developed pedagogical conditions are presented: heuristic-creative; content-dispositional; interpretive-semantic; organizational-design.
Implementation and experimental verification of the author’s methodology of preparing future musical art masters for the formation of artistic and aesthetic worldview of the personality by means of piano music was carried out during four stages of the molding experiment, namely: worldview-orientation, artistic-communicative, creative-interpretive and project-event. The developed pedagogical conditions, groups of methods were gradually introduced, comparative calculations were carried out.
