Zhu Y. Formation of artistic-cognitive competence of future voice instructors using innovative technologies

The study presents a theoretical substantiation and proposes a new solution to the problem of forming the future voice instructors’ artistic-cognitive competence using innovative technologies. The problem of the ability of future specialists to carry out the artistic-cognitive activity in the process of perception, information acquisition, and its creative rethinking and application in various forms of voice instructor’s professional activity in higher education is actualized. The purpose of the research is to substantiate, theoretically develop and experimentally test the method of a future voice instructors’ artistic-cognitive competence formation using innovative technologies. Scientific novelty of the study is that for the first time the essence and structure of the phenomenon “artistic-cognitive competence of future voice instructors” are scientifically substantiated in the unity of motivational-personal, professional-gnostic, creative activity based, and reflexive-corrective components; the importance of the use of innovative technologies in the formation process of the studied phenomenon; a model of artistic-cognitive competence formation in master degree vocalists and a methodology containing methodological approaches have been developed, namely: paradigmatic competence based; crosscutting technological innovative, as well as individualized and personalized, and hermeneutic; pedagogical principles of organic complementarity of traditional and innovative technologies of artistic-cognitive competence formation in future voice instructors; systematic combination of individual, mini-group, and collective forms of artistic-cognitive activity; gradual growth of independence and creative activity in the process of artistic-cognitive activity; personal responsibility for the quality of professional self-realization in the process of artistic-cognitive competence formation; individualized variation of technologies of artistic-cognitive competence formation; dialectical unity of analytical-logical and intuitive-emotional ways of cognition of artistic content of vocal works; activation of сreative-associative imagery; interdependence of artistic-performing and pedagogical interpretation of vocal works. Pedagogical conditions are substantiated: establishing creative and research oriented psychological climate of the educational process; ensuring the individualized and personalized trajectory of the formation of artistic-cognitive competence; stimulating future professionals to systematically approbate the acquired theoretical knowledge and practice-oriented elements of artistic-cognitive competence in innovative forms of educational-performing, creative-methodical and vocal-pedagogical activity. The essence of the concept “professional singing activity” and features of its manifestation in different types of education and teaching practice are further defined. The methodology of preparing students in higher education for teaching singing in pedagogical universities is further developed. Practical significance of the researchresults lies in the development of a criterion-diagnostic apparatus for measuring the levels of artistic-cognitive competence formation in future voice instructors; in the presented tiered characteristics of the formation of future voice instructors’ artistic-cognitive competence; in the prospects of implementing in the practice of teaching professional music, in particular vocal disciplines the developed set of innovative technologies aimed at formation of artistic-cognitive competence of future voice instructors, the feasibility of applying the proposed methodology in the context of voice instructors’ career enhancement, and in the process of self-education and self-development of professionals within the field at various qualification level.