METHODOLOGICAL ASPECTS OF PIANO TRAINING OF FUTURE MUSICAL ART TEACHERS

The article is dedicated to the theoretical foundation of methodological aspects of piano training of future musical art teachers. The expediency of the chosen issues is represented precisely in the aspect of the specifics of training future teachers of music art. Educational technologies, which are related to the pedagogical orientation of training future music teachers in the classroom of the main musical instrument (piano) are being updated. Emphasis is placed on the variety of methodological tools, both general pedagogical, as well as those whose content is determined by the specifics of the process of learning to play a musical instrument. Attitudes of music teachers on classification of piano training methods are disclosed. On these grounds the assumption is made that all the considered methods are universal and can have a complex emotional and intellectual impact on students, in particular they help in solving the main pedagogical tasks while working on a piece of music. The authors single out the leading methods of piano training of future musical art teachers: illustrative and explanatory methods; problem-solving and creative methods; methods of stimulation, pedagogical control and evaluation. The meaning and expediency of their usage in educational process of future musical art teachers is justified. The attention is centered on the usage of methods, which stimulate the skills’ development of higher education seekers in the process if teaching playing the piano, such as: encouragement, reflective analysis, dialogue and projection method. It is emphasized that the projection method allows for the analysis and generalization of a significant amount of information about a particular composition, the search of interesting facts, implications, artistic and figurative concepts, the defining of one’s own unique vision. The conclusion is made that the leading characteristics of methods of piano training of future musical art teachers are: diversity and variability; adequate attitude to individual and typological features of higher education seekers; balance of methods among themselves; flexibility and mobility in usage.