Fortepiano (instrumental) teaching in the context of development artistically axiological culture of future music teacher
DOI:
https://doi.org/10.32405/2309-3935-2023-3(90)-42-48Keywords:
music teacher, artistic and axiological culture, artistic activity, pedagogical activityAbstract
The relevance of the study motivated by the social importance of the artistic and axiological culture of the teacher in the artistic development of the students, the formation of which is an important factor in the renewal of music and pedagogical education.
The analysis of recent studies shows that the problem of axiological orientation of future teacher's professional training has received some consideration. The works of contemporary authors investigate the aesthetic dimensions of the value attitude to art, the relationship between the value orientations of the individual and his humanistic potential, the influence of the axiological direction of learning on his creative activation. At the same time, the problem of the artistic-axiological culture of the art teacher as a component of his professional competence has not found scientific consideration.
The purpose of the article is to determine the essence, content, structure of the art-axiological culture of the art teacher.
Research methods included a critical comprehension of the scientific literature; comparison; structuring; modeling; theoretical analysis and generalization of conclusions.
Presenting main material. The artistic and axiological culture of the art teacher is a personal integrative education characterized by a high level of professional skill based on a deeply motivated value attitude to art and pedagogical activity. The structure of the artistic and axiological culture of a teacher of music art includes a number of components. The motivational and cognitive component of artistic and axiological culture orients the teacher to evaluate attitudes toward the depicted, expressed, and reproduced in artistic images. Knowing the work of art, its figurative essence, the teacher at the same time gives them a certain interpretation. At the same time, aesthetic landmarks perceived as an organic component of pedagogical activity. The analytic and argumentative component characterizes the teacher's ability to grasp deeply the artistic content and form of the works of art, the reasoned awareness and clarification of his artistic position. It is important for the teacher to understand the purpose of analytical analysis of the work as a means of ensuring the aesthetic experience of children. The interpretive-creative component focused on the teacher's identification of his evaluative attitude in the process of interpretation of a work of art. The task of the interpreter-teacher is to not only deeply understand and disclose the concept of the composer, but also to reproduce in performance his own attitude towards music. The reflexive-effective component directs the evaluative consciousness of the music art teacher to self-observation, to censorship of his own artistic and pedagogical activity. The action of this component permeates the various facets of professional activity – both perception, imagination, and creativity.
The novelty, originality of the presented material is to determine the essence, content and structure of artistic and axiological culture as a necessary component of the professional training of a teacher of music art. The significance of the research results is to outline the ways of further development of the theory and practice of art education of future teachers.
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