Methodological foundations for the formation of methodological competence of pre-service Piano teachers in the process of ensemble music-making

Abstract

The article highlights the problem related to the training of pre-service Piano teachers in teaching ensemble music to students of art schools and other applicants for art education. The focus is on the popularity of ensemble music-making with children and youth, which requires special methodological training intended for teachers to ensure a high-quality artistic and educational process. It is shown that this type of music-making has certain types and genres, which implies taking into account their features and developing special methods for teaching ensemble playing. The importance of methodical competence as a professional quality that ensures the competitiveness of pre-service Piano teachers in the labour market has been determined. Some aspects of ensemble music-making existing in the scientific discourse have been presented in a pedagogical projection. It is presented that there is a certain contradiction between the importance of mastering methodological competence by pre-service Piano teachers in teaching ensemble and the absence of appropriate constructs of methodological content in the educational program as well as conditions for the introduction of a separate methodology into the educational process. The development of a methodology for the formation of appropriate methodological competence involves a selection of methodological foundations. The purpose of the article is to substantiate the methodological basis for the formation of pre-service Piano teachers’ methodological competence in the process of ensemble music-making. In order to achieve the goal, the content of the article substantiates the expediency of using certain scientific approaches, in accordance with which pedagogical principles of methodical direction have been proposed. The expediency of using the following scientific approaches as the methodological basis for the methods of forming the methodological competence of pre-service Piano teachers in teaching ensemble playing have been substantiated: motivational-acmeological; systemic-cognitive; interpersonal, artistic and communicative; hermeneutic-synergistic. Each of the nominated approaches combines two mutually consistent scientific approaches, which corresponds to the phenomenon of the professional quality under research. The corresponding pedagogical principles have been presented.