Pan S. Methods of forming artistic and pedagogical educatedness of future music art teachers in the course of piano training.

The study presents a theoretical substantiation and proposes a new solution to the issue of forming artistic and pedagogical educatedness of future music art teachers in the course of piano training as the basis of professional artistic and pedagogical competence.The purpose of the study is to theoretically substantiate, develop and experimentally test the methods of forming artistic and pedagogical education of future music art teachers in the course of piano training. In the process of solving problems in accordance with the purpose of the study the concept of “professional educatedness” is clarified; it is interpreted as a qualitative characteristic of the specialist, which shows his sufficient orientation in professional knowledge, the acquisition of which affects his behavior in the profession and the tendency to form necessary and determimed by knowledge and skills qualities; professional educatedness performs the following functions: professional worldview, socio-cultural, motivational and creative. The structure of artistic and pedagogical educatedness consists of the following components: professional and motivational (interest in art culture and various arts; cognitive-exploratory initiative in the field of poly-art issues and art culture); cultural and information component (culturological awareness; artistic and functional orientation); artistic and semiotics (polyartistic literacy; semantic and semiological thesaurus); interpretive and performing (polysensory perception (the presence of certain associative connections); artistic imagery of performance and its focus on pedagogical projection). Criteria and indicators for assessing the artistic and pedagogical educatedness of future music art teachers have been developed. The determined components of artistic and pedagogical educatedness were evaluated by intentional, cognitive, contextual and creative criteria. After conducting a formative experiment, during which the experimental group respondents underwent piano training according to the author’s experimental methods, evaluation was performed by applying identical diagnostic measures. This assessment showed an increase in the formation of all components of artistic and pedagogical educatedness in the respondents of the experimental group.