Педагогічні умови формування умінь саморегуляції музично-виконавських дій майбутніх учителів музики

Abstract

The article deals with the problems of providing conditions for successful future teacher’s musical performance. They relate with the regulation of factors such as emotional stability, musical expression, volitional activity, performance reliability. This reflects the contradiction between the growing requirements of society for the qualitative professional training of future music teachers and their inadequate level of performing skills. The teacher’s musical performance is related to the following factors: stress of the nervous system, great emotional and intellectual efforts, personal responsibility for the results of the artistic and educational process. In this activity there are constantly non- standard pedagogical situations. First of all, self-regulation as a psychological and pedagogical phenomenon is an integrative individual property. It is a factor in successful professional activity. The author’s executive-regulating system provides management of the process of musical-performing activity, determines its orientation and the goal, provides selection of artisticand technical means and the sequence of their application. This author’s system defines the criterias and evaluates the performance actions from planning to the correction ofthe artistic results. System integration processes are an important factor in developing the optimal conditions teacher’s self-regulation. They take place on the basis of intensification of emotionally-semantic, motivationally-volitional and behavioral-reflexive personality spheres, promote its integral self-consciousness. The first condition: the optimal performance student’s activity (performance tone) based on the harmonious combination of external dynamic behavior and internal musical expression. The second pedagogical condition: interactive contact "performer – listener" on the basis of application of scenic-artistic and art-pedagogical techniques. The third pedagogical condition: the prevention of stress in performance, the inclusion of adaptive-regulatory mechanisms in the emotional-volitional sphere and the use of art-pedagogical orthobiology.