Systems approach in formation of music teacher’s methodologicalcompetence.

Abstract

The urgency of the problem is due to the contradiction between the need of forming music teacher’s methodological competence and the insufficient development of theoretical foundations and methodological support in this area of higher pedagogical education. The article defines the essence and substantiated necessity of involving a systematic approach to the formation of methodological competence of future teachers of musical art in the process of their musical and performing training. The methodological basis of the study is a systemstructural approach to educational practice and a method of conceptual modelling of the methodological competence phenomenon. One of the components of the constructed model of methodological competence of a future specialist in the field of music education is defined as an systemic understanding of the teacher's methodological activity. This provision determines the need to involve a general theoretical understanding of the system in the field of pedagogical knowledge. The role of L. von Bertalanffy and other scientists in the development of a systems approach in the education theory and practice is noted. The involvement of systems approach in music teacher’s methodological education is based on four fundamental principles of systems theory: universality, structurality, hierarchy and emergence. On the example of the specific method of piano pedagogy (a musical work performance on a silent keyboard), aspects of a multi-level system-structural analysis of the musical education method are demonstrated. It is revealed that the main systems quality of any method of musical education is its effectiveness, the ability to exert an appropriate influence on the student. It is noted that the involvement of a systems approach to the tasks of forming methodological competence of future music teachers provides the basis for the integration of pedagogical, musicological, cultural and psychological knowledge. Conclusion: in the formation practice of music teacher’s methodological competence, the leading role belongs to the systems approach. Its necessity lies first of all in the interpretation of this competence as a system integrity.