Xu X. Formation of future musical art teachers’ artistic-aesthetic experience in the process of vocal training

The thesis is devoted to the issue of forming future musical art teachers’ artisticaesthetic experience in Ukraine and China in the process of vocal training, including development of the component-functional structure of the mentioned phenomenon, introduction of certain pedagogical conditions into the educational process of higher education institutions, as well as development and experimental verification of innovative methodology of this professional quality formation in the conditions of a new socio-cultural environment. The scientific novelty of the dissertation research lies in the fact that for the first time: a component-functional structure of future musical art teachers’ artistic-aesthetic experience has been developed (value-motivational component, artistic-cognitive component, creative-praxeological component), criteria, indicators for evaluating the levels of its formation; methodological approaches (cognitive, axiological, culturological, motivational, praxeological and systems-functional) and principles are defined. These principles include: orientation of the intellectual sphere of the individual on artistic-aesthetic issues; consideration of personal and value preferences and needs of education applicants in vocal training; taking into account the multicultural artisticaesthetic potential of vocal art; orientation to the artistic and value dominant of a vocal work in the process of its mastering; the dominance of the artistic-aesthetic representation of interpreting the image of a vocal work; methodological subordination of technical performance to the artistic-aesthetic representation of the work. A number of pedagogical conditions for future musical art teachers’ artistic-aesthetic experience formation in the process of vocal training and corresponding methods are substantiated: designing a strategy for pedagogical self-improvement in musical and interpretative activities; building a model of socio-pedagogical motivation to determine the artisticaesthetic potential of vocal works; praxial aesthetic-artistic interpretive analysis of a vocal work; creation of verbal support for performance interpretation based on existing artistic-aesthetic experience; training on recognizing aesthetic codes of musical language. The practical significance of the study is that the presented innovative methodology can be used in the course of training musical art teachers in pedagogical education institutions of higher and secondary level, as well as in post-graduate education institutions in order to improve the qualifications of art education specialists.