He J. Formation of future musical art teachers’ artistic-projective experience in the process of piano training

The dissertation research presents a theoretical justification and offers a solution to the problem of forming future musical art teachers’ artistic-projective experience in the process of piano training. The purpose of the study is theoretical justification, development and experimental verification of the methodology of forming future musical art teachers’ 12 artistic-projective experience in the process of piano training. In accordance with the purpose of research, five tasks were set to be solved. During the solution of the first task, a theoretical study was carried out and the organizational-practical aspects of project-making in the world scientific-pedagogical discourse were revealed. The concept of project-based activity is clarified in the study as a process of implementation of all components of a developed and grounded project (event), corresponding to the chosen aim and tasks, which have an educational focus and a staged trajectory of its implementation, taking into account the interests and creative capabilities of the involved participants. In accordance with the solution of the second task, the essence and component structure of the artistic-projective experience of future musical art teachers is determined. In research, this is a process and a result of the accumulation and memorization of knowledge and practical skills to translate an artistic-figurative and meaningful idea into an organizational form, which is perceived as an event for which all participants of the educational process are involved in the independent preparation and performance of distributed creative tasks according to a certain scenario, oriented towards the achievement of a common pedagogical goal. The specified professional quality consists of four components that have their own internal structure: methodological-motivated component (aspiration to acquire methodological competence in piano performance; interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic-thinking component (artistic-figurative thinking; the presence of a memory fund of artistic-projective events and their reflection (artistic-projective thinking)); activity-communicative component (the presence of practice of artistic-communicative actions; activity in mastering the artistic-communicative resource of piano training); creative-selforganizing component (self-organization regarding the pedagogical design of piano training; creative ability to make a scenario of an artistic project event based on piano repertoire). The developed methodology also took into account the peculiarities of music and performance, in particular, piano training of future musical art teachers, on the basis of which the experimental methodology of forming future musical art teachers’ artistic-projective experience was based. In accordance with the fourth task, a criterion research apparatus was developed, which made it possible to assess the level of formation of the future musical art teachers’ artistic-projective experience. According to the criteria (motivationalintentional; informational-operational; technological-innovative; productive-creative) and their indicators, the diagnostic methods were chosen. The last fifth task made it possible to prove the effectiveness of the proposed methodology in an experimental mode. In order to determine the effectiveness of gradually introduced pedagogical conditions, ascertaining and molding experiments were conducted. In the course of the experiment, two diagnostic sections were made – at the beginning and at the end of the academic year. During the molding experiment, the pedagogical conditions were gradually introduced into the educational process of the EG: the first condition is the stimulation of an interested attitude towards the acquisition of artistic-projective experience based on the understanding of its innovative potential (motivationalencouraging stage); the second condition is the expansion of the knowledge base and figurative-content guidelines of project texts (informational-accumulative stage); the third condition is the creation of a project-communicative learning environment (organizational-communicative stage); the fourth condition is the purposeful application of various professional competences in virtual and real project-based activities (competence-presentational stage).