Dissertation for the degree of Doctor of Philosophy in the specialty
011 Educational, Pedagogical Sciences. – Municipal Establishment "Kharkiv Humanitarian Pedagogical Academy" of the Kharkiv Regional Council, Kharkiv, 2024.
The dissertation examines the issue of fostering the aesthetic taste of future music teachers through the means of polyphony of arts.
Based on the theoretical analysis of the content and structural components of the studied phenomenon, the concept of "aesthetic taste" is defined as the subjective ability to recognize and evaluate aesthetic phenomena and qualities in the surrounding world. Taste manifests in the perception and reaction to works of art, as well as in the ability to distinguish the beautiful from the ugly. Aesthetic taste takes into account personal emotional and intellectual characteristics, as well as the teacher's own aesthetic needs and preferences. It influences the selection and evaluation of artistic works, as well as the incorporation of aesthetic aspects into pedagogical practice.
The structure of the studied phenomenon is represented by cognitive, emotional, and procedural components according to the following criteria: the spiritual and worldview component (a system of aesthetic knowledge at the level of concepts and categories for musical-aesthetic activities, artistic-aesthetic outlook, aesthetic consciousness); the emotional and value-based component (a system of value orientations of the music educator, developed aesthetic feelings, the presence of musical-aesthetic preferences expressed in certain aesthetic views, tastes, and needs); the creative and activity-based component (the presence of artistic and creative abilities, mastery of musical performance techniques, and engagement in creative artistic-musical activities).
Based on the theoretical aspects of the modeling method, a structural-content model of the technology for cultivating the aesthetic taste of future music teachers through the polyphony of arts has been substantiated and developed. This model is represented as a functional unity of the following blocks: the conceptual-target block (goals, tasks, scientific approaches, principles), the content-process block (content dominants, types of activities, forms, methods, tools, pedagogical conditions), and the criteria-result block (components, criteria, indicators, levels of readiness).
The technology for cultivating the aesthetic taste of future music teachers through the polyphony of arts has been defined as a comprehensive system that integrates various forms of art (music, painting, choreography, etc.) to foster the harmonious development of artistic and aesthetic qualities. This technology aims to form a holistic perception of art, develop creative abilities, aesthetic awareness, and cultivate an emotional and value-based attitude towards art. It enhances the professional skills of future teachers and stimulates their motivation for creative self-expression.
