Diagnostic Tools for Assessing the Formation of Moral and Aesthetic Values in the Adolescent Guitarist

Abstract

The article presents an analysis of contemporary
scientific and methodological literature concerning the
formation of moral and aesthetic values in youth through
musical education and professional training. It also
provides a brief overview of recent research on various
aspects of guitar instruction. The author examines
diagnostic tools proposed by modern researchers for
assessing the development of value orientations in the
context of musical learning and professional preparation.
Based on this, the author has developed a diagnostic
framework for identifying the formation level of moral
and aesthetic values in adolescents during guitar training.
This framework includes criteria, indicators, and three
levels of formation: high, medium, and low.
The proposed criteria are as follows:
– Motivational-adaptive criterion – reflects the
motivation to internalize basic moral and aesthetic
concepts, as well as the desire for self-affirmation and
self-expression through Ukrainian folk and world musical
culture.
– Cognitive-emotional criterion – indicates the degree
of development of a knowledge thesaurus and the extent
of emotional engagement with moral and aesthetic values
embedded in the musical fabric of a work.
– Activity-reflexive criterion – assesses the adolescent's
capacity to internalize artistic models and their level of
self-assessment development.

Indicators of the motivational-adaptive criterion
include: an adolescent’s aspiration to master national and
global cultural models; willingness to participate in various
public events (musical and civic); a sense of responsibility
for the success of the school community, particularly the
music ensemble; and awareness of the importance of moral
and aesthetic values in their own life.
Indicators of the cognitive-emotional criterion include: the
level of knowledge about national and universal moral values;
the degree of systematization of aesthetic concepts in music;
a positive attitude towards social morality; the development
of aesthetic sensitivity; and the presence of empathy.
Indicators of the activity-reflexive criterion include:
the level of mastery of performance algorithms,
particularly the ability to interpret musical works;
initiative in self-realization through musical performance
and in creating an artistic-aesthetic environment; the
adequacy of operational and analytical processes in
the practical application of acquired knowledge; and
the ability to evaluate moral and aesthetic phenomena
of the surrounding world, human behavior, and artistic
performance.