Methodological aspects of forming artistic-performing emotivity of future piano teachers

Abstract

The article presents the results of a study on the issue of emotivity in the context of musical performance and artistic-educational activities of future piano teachers. Artistic-performing emotivity is revealed in the study as an integral, multidimensional phenomenon that reflects the ability of a student-musician to consciously, artistically express, conceptually comprehend, and convincingly convey the emotional and figurative content of a musical piece through musical performance and verbal-pedagogical representation. The aim of the article is to define and substantiate scientific- methodological approaches and artistic-pedagogical principles for the formation of artistic-performing emotivity in future piano teachers. The research methodology is based on the principles of scientific systematization and integrativity. The study employs methods of scientific analysis, generalization, modeling, and extrapolation. The article presents the content of artistic-performing emotivity in higher artistic education students, which is explored through emotional-figurative, interpretative-semantic, communicative-expressive, and reflexive-pedagogical components. The author outlines a set of complementary scientific-methodological approaches to the formation of artistic-performing emotivity in students within the piano training process, including existential, hermeneutic, polycommunicative, and heuristic approaches, analyzing their advantages in the context of forming artistic-performing emotivity. Additionally, the article proposes fundamental artistic- pedagogical principles for the formation of artistic-performing emotivity in future piano teachers, such as the principle of artistic-emotional narrative, the principle of psycho-emotional immanence, the principle of accumulating artistic-mental experience, and the principle of reflexivity.