Liashchenko I. Formation of Semiotic Competence of Pre-service music teachers through Children’s Musical Works

The dissertation presents the results of an innovative solution to a scientific problem in modern arts education – the formation of semiotic competence in pre-service music teachers using children’s musical works. A methodology for forming the semiotic competence of pre-service music teachers based on children's musical works has been developed, substantiated, and experimentally verified. The scientific novelty of the obtained research results lies in the fact that for the first time: the structure of the semiotic competence of pre-service music teachers has been developed and substantiated, encompassing the following components: motivational-value, knowledge-consolidating, procedural-activity, and creative-reflective; a methodology for forming the semiotic competence of pre- service music teachers based on children’s musical works has been developed. Its scientific foundation is provided by methodological approaches (culturological, semiotic, hermeneutic, and axiological) and their corresponding pedagogical principles (historicity and cultural conformity in the analysis of the musical text of a work; integration of interdisciplinary and musical-theoretical knowledge; dialogism in decoding the meanings of an era and culture; text-centricity in the analysis of children’s musical works; a structured approach to musical-semiotic analysis; algorithmization and creativity in musical-semiotic analysis; phased interpretation of the musical text; immersion in the hermeneutic circle; artistic interpretation of children’s musical works; prioritization of the values of musical art; reflexivity and self-development in musical-semiotic activities); four groups of methods have been established (value-motivational, cognitive-integrative, practical-innovative, and individual-creative), alongside the pedagogical conditions for forming the semiotic competence of pre-service music teachers based on children’s musical works. These conditions include: activating the future teacher’s positive motivation toward semiotic activity through children’s musical works; utilizing the potential of terdisciplinary connections among educational disciplines in forming semiotic knowledge; applying musical-semiotic analysis based on children’s musical works; and stimulating the creative self-realization of the student’s personality in semiotic activities using extracurricular forms of education; the criteria for the formation of the semiotic competence of pre-service music teachers based on children’s musical works have been defined: motivational-value, cognitive-integrative, analytical-activity, and reflective-semiotic. The following have been clarified: the concept of “semiotic competence of pre-service music teachers' and the specific features of children’s musical works as a musical-pedagogical phenomenon in the context of semiotic issues. The following have received further development: methods for diagnosing the formation of the semiotic competence of pre-service music teachers, as well as the content and structure of the musical-semiotic analysis of a musical work.