The essence and structure of musical performance competence of future music teachers in the process of piano training

Abstract

The article examines the essence and structure of musical-performing competence of future music teachers in the context of the modernization of the educational space. It is emphasized that the effectiveness of professional training in institutions of higher music education is directly related to the quality of students’ instrumental and performing activities. Scholarly literature highlights the necessity of modernizing approaches to performance training, which is determined by the challenges of contemporary sociocultural development as well as the growing requirements for the professionalism of the music pedagogue.Purpose. The aim of the article is to identify the essence and structure of musical-performing competence of students in pedagogical institutions of higher education in the process of piano training.Methodology. To achieve this goal, the article employs a set of interrelated methods: theoretical methods (analysis, systematization, and generalization of scientific sources) to clarify the essence of the concept of “musical-performing competence”; as well as methods of comparison, systematization, classification, and generalization of theoretical data to identify the structural components of musical-performing competence of future music teachers.The proposed structure of the phenomenon consists of five interrelated components: motivational-value, competence-oriented, reflexive-emotional, creative-technological, and project-activity. Within each of these, corresponding psychological and pedagogical characteristics are analyzed. The motivational-value component ensures a sustained interest in improving students’ performance training; the reflexive-emotional component creates conditions for self-observation and emotional analysis, and transforms performance activity into a sphere of cultural interaction; the competence-oriented component ensures not only the acquisition of music-pedagogical knowledge but also the development of the ability for artistic interpretation, creative collaboration, and the transfer of acquired experience into future professional activity; the creative-technological component stimulates the use of innovative learning technologies, promotes the development of an individual performing style, improvisational thinking, and pedagogical flexibility; the project-activity component provides a strategic perspective for learning, aimed at developing mobility and artistic orientation of the future teacher.It is demonstrated that the musical-performing competence of the teacher encompasses not only technical mastery of playing but also the ability for profound interpretation of a musical work, emotional expressiveness, creative thinking, and pedagogical reflection.