Fostering Students’ Independence in the Context of Musical-Instrumental Training at a Pedagogical University
DOI:
https://doi.org/10.61726/2419.2025.97.57.001Keywords:
theory of piano intonation, fostering of independence, musical-instrumental training of students at a pedagogical university, ways of stimulating the pianist’s artistic and creative thinking, Soft Way to MozartAbstract
A teacher is a person of the future. The profession itself and the specific nature of pedagogical activity presuppose the ability to look slightly ahead and to hypothetically forecast potential developments. The study aims to develop and substantiate an algorithm for cultivating students’ independence within the process of musical-instrumental training at a pedagogical university. The article systematises the views of teaching researchers on the problem of fostering independence in music-pedagogical education. The development of students’ independence is considered as a factor that stimulates their artistic and creative thinking throughout the process of musical-instrumental training in a pedagogical higher education institution. The object of the study is the musical-instrumental training of students at a pedagogical university. The subject of the study is the process of fostering students’ independence in the conditions of musical-instrumental training at a pedagogical university. The novelty of the study lies in revealing a close relationship between fostering students’ independence and the level of their methodological literacy, which is reflected in the formation of professional competences related to understanding the auditory-technical processes of artistic instrumental performance and intoning, as well as the ability to differentiate, coordinate, and integrate sound-intonational, harmonic, polyphonic and reflective processes of perception and assimilation (comprehension and reinterpretation) directly during the performance of a musical work. The study demonstrates the immense significance of developing students’ independence in shaping and advancing their piano-intonation culture as an integral component of the inner personal culture of future music teachers. The author concludes that fostering students’ independence in the course of musical-instrumental training at a pedagogical university constitutes an essential component in forming musicians’ professional readiness for pedagogical activity in educational institutions.
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