Scientific and pedagogical research: synergy of theory and practice
DOI:
https://doi.org/10.32405/2308-8885-2026-2(120)-2-6Keywords:
scientific and pedagogical research, L. Masol scientific school, educational and methodological support, professional training of a teacher of musical art, performing repertoireAbstract
The article addresses the problem of analyzing the theoretical, methodological, and didactic foundations, as well as developing educational and methodological support for the educational field of “Art.” The main directions of research in the sphere of art education are outlined through the example of the scholarly activity of L. Masol and representatives of her scientific school, whose dominant characteristic is defined as the synergy of theory and practice. The contribution of L. Masol to the development of the conceptual foundations of general art education, integrated arts education, the competency-based approach, the aestheticization of the educational environment, and arts-based pedagogical technologies is highlighted.
The article examines the authors’ approaches and achievements concerning the educational and methodological support of piano training with the aim of their further extrapolation to the tasks of pedagogical practice. The thematic-genre and monographic approaches to compiling educational and methodological manuals are analyzed; these manuals combine musical notation materials, musicological studies, methodological recommendations, elements of artistic-pedagogical analysis, and materials for organizing educational activities. The significance of the Ukrainian piano repertoire as a means of developing the performing, analytical, and pedagogical competencies of future music teachers is demonstrated.
Conclusions are drawn regarding the role of thematic-genre and monographic approaches in the creation of educational and methodological manuals as a factor in the holistic presentation of the Ukrainian piano repertoire. It is determined that such repertoire constitutes relevant material for educational, performing, and pedagogical practice in general secondary and art education institutions, as well as for delivering lectures, trainings, and master classes.
This approach is regarded as promising for developing critical and creative thinking in future music teachers, fostering awareness of national and cultural identity, and ensuring readiness for research activity that synergizes theory and practice. Special attention is paid to the importance of modern educational and methodological support in the professional training of future music teachers under conditions of educational digitalization and socio-cultural transformations.
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