The purpose of the study is to theoretically substantiate, develop and experimentally verify the methodology for training future piano teachers to work with students-beginners on the basis of artistic innovation.The scientific novelty of the study lies in the fact that for the first time: the phenomenon of the readiness of future piano teachers to work with novice students on the principles of artistic innovation has been substantiated, its component model has been developed in a set of components: “motivations for teaching activity”, “orientation in traditional and innovative forms of teaching art”, “culture of artistic innovation in the artistic and communicative process of teaching piano”, “innovative and creative initiative in teaching activity”, the constructs of each component have been determined according to the following functions: teaching and motivational, innovative and competent, creative and communicative, innovative and praxeological; developed step-by-step pedagogical conditions and methods: the first stage – gnostic-reflective (conditions: cognition and reflection of psychological and pedagogical problems of teaching piano to students of different age categories; stimulation of value-based attitude to solving problem situations of piano teaching; methods: I teach myself – self-dialogue, creation of a map of invariant methods for solving the task for different age categories of students; “restoration of traditions”, etc.); the second stage – technological-didactic (condition: expansion of the theoretical and methodological base of artistic and innovative competence of teaching piano; methods: creation of a bank of methodological resources for solving typical complex tasks in various artistic and figurative contexts; application of poly-artistic or artistic and alternative disclosure of the image; visualization of images of piano works); the third stage – communicative and design (condition: creation of an artistic-figurative and creative atmosphere of piano teaching; methods: mini-projects on figurative themes, mediated artistic communication, etc.); the fourth stage – innovative and organizational (methods: application of ICT and virtual aesthetics in project activities; method of on-line guest presence, method of hedonistic-positive mood change, etc.) Clarified: features of artistic innovation, in particular, in the paradigm of the competency approach; features of socio-cultural challenges of today, which determine artistic innovation; features of different age categories of piano students. Further development was made: competency paradigm of musical and musical-pedagogical education, methodological training, methodological activity, competence of future teachers of artistic disciplines, in particular, piano playing; methodological foundations of performance-pedagogical and performance-instrumental training of future teachers of musical disciplines; comparative aspects of piano teaching in China and Ukraine.
