Process-functional analysis of the preparation of future music teachers for the artistic interpretation of musical works

Abstract

The problem of professional training of future teachers of music is studied in the context of modern humanistic trends in personality-oriented education. The conducted process-functional analysis of the training of future teachers of music for the artistic interpretation of choral works has shown its holistic and complex nature. This made it possible to consider professional training as a dynamic system of interconnected stages, functions and mechanisms that ensure the development of interpretative thinking of future teachers of music - from the analytical understanding of the musical text to the creative realization of the artistic image in choral sounding.

The value and information-analytical function of training future teachers of music for the artistic interpretation of choral works as an important factor in improving the quality of musical and choral education and developing the creative individuality of the teacher-musician is highlighted. It was found that the value function in the context of professional training of students belongs to the methodological, system-forming functions. It is the basis for the artistic interpretation of a choral work by means of conducting techniques and plays a key role in this process, since it is aimed at the formation of moral, spiritual and aesthetic values, the development of emotional-figurative and interpretative thinking of students. It was revealed that the use of the information-analytical function ensures the transfer of professional knowledge and skills, the development of intellectual abilities and the formation of students' worldview, the formation of their personal performing vision of a musical work.

It is proved that the complex use of the leading functions, namely the value and information-analytical, is aimed at the formation of a creative and independent personality of a teacher of musical art, capable of creative artistic and interpretative activity both in the performing and pedagogical contexts.