Deng D. Training future music teachers for the formation of a culture of students’ perception of multistyle vocal art

The dissertation presents the results of a scientific study of the problem of training future teachers of musical art to form a culture of students’ perception of multistyle vocal art. It was noted that this question is not paid enough attention in the research of scientists.The structure of the investigated phenomenon is substantiated in the composition of components: motivational and value-based, cognitive and integrative, reflexive and methodical, communicative and creative. A model of the methodology of training future music teachers for the formation of a culture of students’ perception of various vocal art styles is presented. The scientific and methodological basis of the developed methodology, which is based on the principles of cultural, axiological, personality-oriented, hermeneutic-semiotic, reflexive, competency-based, innovative scientific approaches, is determined. Pedagogical principles for the implementation of the conceptual provisions of the specified scientific approaches have been developed, namely: worldview-oriented orientation of the content of professional education; consideration of historical and stylistic context in the perception of vocal works; application of the dialogic- problematic style of pedagogical communication; activation of a sense of personal and professional responsibility; criterion-based artistic and taste judgments; indirect pedagogical influence on taste preferences; complementarity of the data of the functional-structural analysis and the “hermeneutic circle”, the accessibility and persuasiveness of the presentation of the results of the analysis of the works in an artistic-verbal form; complementation of self-monitoring and monitoring data; creative and methodical intention in the implementation of innovative pedagogical technologies; expedient implementation of innovative ICT and digital technologies in various conditions of professional activity.Pedagogical conditions for solving the research tasks are substantiated, namely: stimulation of students’ motivated-interested attitude to the formation of students’ culture of perception of multistyle vocal art; encouragement to integrate the complex of professional knowledge and experience of various musical activities; purposeful training of future specialists for the extrapolation of educational achievements in various forms of pedagogical practice.In order to find out the state of readiness of the students for the formation of a culture of school students’ perception of various styles of vocal art, a diagnostic apparatus was developed, based on such assessment criteria as mobilization and target based, competence-based and stylstic, analytical and formative, creative and activity- based with the corresponding indicators. Based on the results of the diagnosis, four levels of future music teachers’ readiness for the formation of a culture of students’ perception of multistyle vocal art were determined, and it was established that the majority of respondents at the beginning of the experimental work were at low and medium levels of readiness. The main shortcomings of their training were determined to be a shift in the emphasis on students’ mastery of factual material “about music” and insufficient attention to the activation of artistic and aesthetic emotions in them and the ability to hear and respond to the dynamics of musical and speech-based, artistic and image-based development of a musical work in their interdependence .The content of the formative experiment, which included three stages of research: motivational and value-based, formative, communicative and creative, was aimed at eliminating them. At the first stage of experimental work, such methods and organizational forms were used as “inverted class” with the organization of discussions on existing problems and ways to solve them; analysis of the performances of gifted children and children’s choirs from different countries of the world with a multistyle repertoire; the collective creation of a “portrait of the ideal teacher” and the teacher’s personal responsibility for the success of encouraging students to perceive folk songs, works of classical art and forming a selective attitude to entertainment music of various directions and levels of artistic and moral value.