Methodological principles of professional training of future teachers of music and choreography in modern conditions

Abstract

The article outlines the problem of the methodology in modern art education, identifies, and characterizes scientific approaches to the professional training of future music and choreography teachers. The choice of methodological approaches is justified in the context of the humanistic educational paradigm.

The importance of implementing cultural, axiological, synergistic, creative-activity, competency-based, and acmeological approaches in the professional training of future music and choreography teachers has been proven.

The culturological approach defines the primary task of professional training for future art teachers as the formation of a cultured individual, a free, humane, and spiritual personality who feels and understands their own cultural identity. The axiological approach focuses on the value aspect of artistic cognition and professional training of future art teachers. The synergistic approach explains chaotic hands as the possibility of self-organization resulting from the interaction of elements within complex systems. The creative-activity approach defines the strategy of creativity as new in cognition, in understanding artistic works, mastering performing skills, and self-expression based on them. The competency-based approach in the professional training of future music and choreography teachers serves as a value guideline for changes in pedagogical education, motivating students to acquire professional skills independently and develop the skills of their creative use in various situations. The acmeological approach focuses on determining the student’s peaks of professional growth and outlining ways to achieve them.

The outlined methodological approaches in complex use contribute to the effectiveness of professional training of future teachers of musical art and choreography.

Further research should focus on developing specific methods and programs based on the highlighted methodological approaches, taking into account the unique characteristics of wartime and post-war reconstruction. This will enable the implementation of innovative approaches in higher education aimed at the comprehensive development of student youth, the formation of their clear civic position, and readiness for effective artistic and educational work in educational institutions.