Peculiarities of preparing future bachelors of musical arts for the formation of artistic and aesthetic preferences in pupils of art schools

Abstract

The article explores the peculiarities of preparing future bachelors of Musical Arts for the formation of artistic and aesthetic preferences in pupils of art schools. It emphasizes that the development of artistic and aesthetic perception and the formation of value-based attitudes towards art encompass several crucial stages, including emotional engagement, the perception of art pieces, and their interpretation. The study highlights the pivotal role of art education under the guidance of a teacher in shaping pupils’ ideas and judgments about the artistic and aesthetic value of artworks. A number of pedagogical tasks contributing to the formation of artistic and aesthetic preferences are analyzed. Specifically, the importance of stimulating interest in art, developing knowledge about various forms of art, introducing students to the cultural and historical context, as well as fostering emotional development and artistic-practical experience, are discussed. Particular attention is paid to the stages of art perception and comprehension, from emotional preparation to in-depth analysis. The authors emphasize the necessity of integrating personal qualities in future bachelors of Musical Arts, such as emotional sensitivity, creative imagination, artistic observation, and well-developed artistic and aesthetic taste. Teachers must possess the ability to engage pupils with art, create an emotionally supportive educational environment, and provide conditions for active student participation in the creative perception of musical art. The article also highlights the importance of pedagogical practice as an essential component of preparing future bachelors of Musical Arts to cultivate pupils’ artistic and aesthetic preferences. Practical activities allow students to consolidate theoretical knowledge and develop their skills in real teaching environments. Furthermore, the authors stress the need to motivate bachelors of Musical Arts to demonstrate a high level of artistic and aesthetic knowledge and skills, develop critical and associative thinking, which contributes to a deeper understanding and creative interpretation of artistic phenomena, confidently navigating artistic and aesthetic categories, and utilizing artistic terminology.