Художньо-епістемологічний досвід майбутнього вчителя музики в контексті компетентнісної концепції мистецької освіти

Abstract

У статті на підставі етимологічної спорідненості понять «досвідченість» і «компетентність» та з’ясуванні суперечностей компетентнісної концепції сучасної музично-педагогічної освіти художньо-епістемологічний досвід майбутнього вчителя музики розглянуто як базову компетентність. Її структура включає специфічні – художньо-рефлексивну, ціннісно-смислову і компетенцію особистісного самовдосконалення. Системоутворювальним чинником цієї структури визначено намір епістемологічної самокорекції особи.

В статье на основании этимологического родства понятий «опытность» и «компетентность» и выяснении противоречий компетентностной концепции современного музыкально-педагогического образования художественно-эпистемологический опыт будущего учителя музыки рассмотрено как базовую компетентность. Структура такой компетентности включает - художественно-рефлексивную, ценностно-смысловую и компетенцию личностного самоусовершенствования.

The article deals with the phenomenon of artistic and epistemological experience is considered in the context of modern art education competency concept on the basis of etymological affinity of the concepts "experience" and "competence". Analysis of its contradictions indicates the feasibility of return to realization of phylogenetic religious function in the art by adding the declared artistic competence: artistic and reflexive, values and semantic and personal improvement. The development of epistemological musical and aesthetic concepts, skills of semantic definition of musical signs, self-esteem of owing the logical organization technique and mental search of intonation and semantic systems on polyfunctional justification proposed musical modeling of the subject essence is included to the content characteristics of artistic and reflective competency of the future music teacher. Semantic characteristics of the necessary psychological qualities of the recipient (integrated into mental and communicative polyfunctionality and hypothetic and deductive inquiry) and the process of their formation is based on the provisions of reflective psychology and national educational reflexology. Contents of value semantic competence of the future music teacher are determined on the basis of studying the main provisions of linguistic psychoanalysis, linguistic aesthetics and musical semiotics. It provides the valuable understanding of the typology of symbolic structures, musical forms, musical texts, art practices and strategies for the definition of subject essence meaning; mastering techniques of mythological understanding of musical texts for self-realization of objective essence artistic design. Creative personality as an empirical tribute is presented as the strategic goal for forming process of necessary metaphorical and allegorical imagination and artistic creativity. Competence of future music teacher’s self-improvement is determined on the basis of provisions the Orthodox patristic principles, Christian anthropology and psychology. Its content includes two system characteristics: conscience intuition as a universal joint jurisdiction, recognition and acceptance of the subject essence and the ability calurgic coentity with art expressed subject essence. Factors of mastering this competence are conscientious belief, commitment to the sacred and synaesthetics as a system property of the human being. Above mentioned competences are integrated into the structure of artistic and epistemological experience of the future music teacher based on a systematic approach (Fig. 1). The factor of this structure is the system-defined intention of epistemological self-correction as a functional-semantic field of activity that integrates not only the ways of converting the items (artistic apperception), but the experience of world development and interaction with it (ideological apperception).