Component structure of artistic-mental competence in future bachelors of musical arts and criteria for its assessment

Abstract

In the context of modern music education, the competence-based approach has become increasingly relevant, driving the development of methodical competence in future arts teachers. The existence of the Professional Standard for “Arts School Teacher” (by discipline types, 2022) requires educators to perform a range of professional functions and possess specific competencies. This study focuses on Function B: Participation in the organization of the educational process and methodical support of teaching. Under this function, key competencies gain particular importance, such as the ability to develop, adapt, and synthesize teaching materials, as well as the ability to share personal experience and communicate effectively with colleagues and students within a collective. Considering the educational standard for “Musical Arts” (2019), attention is directed toward achieving program learning outcomes of a methodical nature, specifically the use of teaching methods and techniques in musical disciplines and pedagogical activities. The expansion of functions and types of educational activities for future Bachelors of Musical Arts has highlighted the need to develop competencies with multifunctional potential. In this research, artistic-mental competence is identified as one such multifaceted quality. The aim of the article is to reveal the component structure of the multifunctional artistic-mental competence of future Bachelors of Musical Arts and to develop criteria and indicators for its assessment. Artistic-mental competence is presented as the foundation of performance training, serving as a key mediator between the understanding of music and performance practice. Using the methods of systems analysis and theoretical modeling, a structural model of artistic- mental competence for future Bachelors of Musical Arts has been constructed. It includes: artistic-mental awareness; stereotypes of artistic perception and emotional response; the ability to qualitatively evaluate the performance interpretation of works and provide reasoned judgment; and the ability to performatively reproduce artistic-imaginative and semantic concepts. Evaluation criteria for the developed components have been defined: mental-cognitive, perceptive-emotional, interpretative-evaluative, and performance-creative