He Y. Formation of future piano teachers’ methodological competence in the process of ensemble music making

The research presents a theoretical justification and offers a solution to the problem of forming future piano teachers’ methodological competence in the process of ensemble music making. The aim of the study is to theoretically substantiate, develop and experimentally test the methodology for forming future piano teachers’ methodological competence in the process of ensemble music making. The results of solving five tasks that ensured the achievement of the goal are presented. The first task is devoted to the issues of extrapolation of the competence paradigm to the professional training and expertise of future piano teachers and future нmusic teachers. Solving the second task made it possible to reveal the essence and structure of the phenomenon of future piano teachers’ methodological competence in the process of ensemble music making. In the study, it is a conglomerate of acquired knowledge, skills, abilities and experience of methodological activity in ensemble music making based on the independent choice of methodological accompaniment, which is mastered by students in the process of collective and individual work on pieces for piano ensembles and is realized in performance, rehearsal, interpretation and artistic-communicative activity; the structure of the mentioned phenomenon consists of the following components: “Methodological orientation of ensemble training”, “Orientation in the repertoire for ensemble music making”, “Ensemble interaction and communicative dispositions”, “Co-creation in artistic-figurative performance interpretation and its methodological reflection”. The third task is devoted to the methodological foundations of the process of forming future piano teachers’ methodological competence in the process of ensemble music making. The justification of the following methodological approaches is presented: motivational-acmeological; system-cognitive; artistic-communicative; hermeneutic-synergistic. The solution to the fourth task involved development of theoretica-methodological support for assessing the level of formation of the components of future piano teachers’ methodological competence in the process of ensemble music making. According to the fifth task, the results of the experimental verification of the step-by-step methodology of forming future piano teachers’ methodological competence in the process of ensemble music making are presented. The effectiveness of the proposed pedagogical conditions, which were implemented in the following stages, was checked: the first stage – setting-motivational – setting for mastering methodological competence in ensemble music making; the second stage – artistic-experiential – purposeful expansion of knowledge about the peculiarities of the musical ensemble repertoire; the third stage – performance-communicative –enriching the experience of ensemble-role dispositions; the fourth stage –methodological-inventive – encouragement to independently search for methodological support for ensemble music making based on previous experience.The use of mathematical and statistical methods, in particular the criterion of Fisher’s angular transformation, confirmed the effectiveness of the proposed step-by-step methodolog