ДІАГНОСТИЧНІ ПРОЦЕДУРИ В МОДУЛЬНІЙ ОРГАНІЗАЦІЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА
The Diagnostic Procedures in the Modular Organization of the Training of Future Teachers of Music
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The performing knowledge (knowledge of the peculiarities of articulation, phrasing, pedaling etc. in the works of different styles, forms and genres) is of prominent importance for the future teachers of musical art. However, the practice of musical and pedagogical training, the analysis of existing standards and programmes indicate insufficient attention to the content component and diagnostics in the given sphere of musical knowledge. On the basis of analysis of the practice of musical and pedagogical training, existing standards and programmes on the discipline «Major Musical Instrument (piano)»as well as the principles of the National Framework of qualifications it has been determined that acquisition of performing skills and habits has to be achieved within acquisition of the performing knowledge which functions as one of the main components of professional competence of any graduate specializing in Music and Pedagogy. The article generalizes the new data on the problem under research and determines the principles of modular organization of teaching that present the orientation allowing for students’ performing knowledge diagnostics including daily and final testing. Much attention is given to determining the spheres of performing knowledge testing and it is stressed that to carry out objective assessment every student should undergo testing according to the programme they complete. It is substantiated that a specific piece of music of a certain form, style and genre serves as a programme structural element of the discipline «Major Musical Instrument (piano)». Every subsequent structural element of the programme of studies presents a logical sequence within the training framework and promotes deepening of knowledge about the discipline, acquisition of new techniques, introduces to new musical forms and genres, makes the emotional potential of a student wider etc. Thus, every structural element of the programme requires that all introduced notions or principles are logically elaborated on the basis of theory of music data and other relevant sources revealing theoretical and performance foundations of music as an art.
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