Performance-methodical interpretation of musical works as an integrative basis of piano training of future teachers of music art

Abstract

The purpose of the article is to provide a theoretical justification for performance-methodical interpretation as an integrative basis for piano training of future teachers of musical art in the conditions of a modern art school. The research methodology is based on a complex combination of systemic, competence- based, reflexive-activity, and semiotic approaches. The study uses methods of theoretical analysis of scientific sources (hermeneutic, musicological, pedagogical) to reveal the essence of the phenomenon of interpretation; structural-functional modeling to develop an integrative model of professional training; comparative analysis of performing versions; as well as methods of double reflection and SWOT analysis to transform individual performing experience into a methodological toolkit. Based on the analysis, it was established that performance-methodical interpretation provides a harmonious synthesis of performance and scientific-pedagogical competencies of a new format professional. It was found that the process of forming interpretive autonomy of applicants is influenced by the implementation of methods of semiotic decoding of the artistic content of musical works. It was determined that the regulatory functions of the specified interpretation allow transforming the creative experience of a teacher into rational methodological algorithms. The practical component of the study is aimed at identifying the effectiveness of the methods of double reflection and verbalization of performing concepts. This involves the construction and adaptation of methodological recommendations for the convincing embodiment of figurative- emotional parameters of classical and modern repertoire works as a basis for creating individual performing interpretations.