Lou Y. Formation of musical-intellectual skills of higher education applicants in the process of piano training

The dissertation developed, theoretically substantiated and experimentally verified the methodology of forming musical-intellectual skills of higher education applicants in the process of piano training. The essence of the concept of “musical-intellectual skills of higher education applicants” is characterized, which is understood as a new mental formation, in which the acquired artistic-analytical and musical-performance experience is consolidated, in relation to the effective and constant application of strategies for achieving the results of goal-setting during the perception and interpretation of a musical work. Based on the theoretical analysis of scientific sources, four groups of musical-intellectual skills were identified: musical-intentional, cognitive-productive, adaptive-variable, artistic-reflective. The analysis and generalization of the theoretical foundations of the study made it possible to outline four components of musical-intellectual skills that ensure the effectiveness of the implementation of the educational musical-intellectual activities of higher education applicants. Each of the components consisted of the corresponding groups of skills. The following components were selected: the intentional-value component, which includes a group of musical-intentional skills and outlines the vector of the student’s conscious understanding of a musical image, the artistic idea of a work, the content or phenomenon of musical activity; the musical-cognitive component, which is based on cognitive-productive skills of a theoretical and methodological nature, and ensures the storage, organization and transformation of available information at different levels of cognitive mapping, the adaptive-activity component, which includes a group of adaptive-variational skills and is expressed in the student’s focus on combination of known methods of activity, transfer of learned methods of activity to new conditions; the artistic-organizational component contains a group of artistic-reflective skills and is focused on the regulation of musical-performing and musical-educational activities of higher education applicants, on adjusting the process of information processing, self-monitoring and self-evaluation based on volitional action.The pedagogical conditions are substantiated, the effectiveness of their implementation was provided by a specially developed series of methods that contributed to the successful formation of musical-intellectual skills of higher education applicants. It was determined that such pedagogical conditions include:organization of the educational process within the framework of creating a professionally oriented learning environment based on the dialogic interaction of the teacher and students, as well as the integration of the content of professional disciplines with the aim of forming a professional identity; orientation of the learning process to the student’s accumulation of individual productive intellectual experience in the process of instrumental-performing and verbal-interpretive actions aimed at understanding the phenomena of musical art;inclusion of the problem-based learning methods in the structure of individual classes, based on previously developed various models of artistic projects, algorithms for predicting ways to solve performance difficulties; reorientation of the teacher’s activity from informational-evaluative to artistic-organizational, which is aimed at the independent activity of students; activation of reflection and self-regulation in the process of students’ musical-creative and artistic-educational activities. The criteria for evaluating the levels of four components formation in the structure of musical-intellectual skills of higher education applicants have been developed. Generalization of the obtained results of the ascertaining stage of research made it possible to identify three levels of musical-intellectual skills formation: passive (low), adaptive (average), conscious (high). The experimental verification of the developed methodology for the formation of musical-intellectual skills of higher education applicants in the process of piano training was carried out during the molding experiment in the following stages: conscious-professional goal-setting, search-artistic content creation, experiential-activity adaptation, artistic-cognitive independence. For each stage the goal, pedagogical conditions, principles and methods were defined. Confirmation of the reliability of the obtained results was carried out on the basis of the processing of experimental data by methods of mathematical statistics, in particular Fisher’s φ* criterion.