СПЕЦИФІКА АКТИВІЗАЦІЇ ДІЙОВОГО МИСЛЕННЯ ВЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА У ПРОЦЕСІ ІНСТРУМЕНТАЛЬНОЇ ПІДГОТОВКИ

Abstract

The article presents the essence of the concepts “effective thinking”, “ideomotorics” and “psychomotorics”. The author explores peculiarities of development of music teachers’ effective thinking in the process of instrumental training due to the activation of mental phenomenon “ideomotor training”. Basing on scientific postulates of music pedagogy and music psychology, the author offers methodological manuals as for the practical implementation of the method of «ideomotor training» in teaching and performing practice of students on the basis of the phenomenon of anticipation of polymodal ideas of motions, images and feelings about the way, the shape and the motion of the hands on the keyboard of the instrument, etc. On the basis of retrospective analysis of contemporary scientific literature methodological issues in performing instrumental training in terms of intensification of reflective professional processes and psychomotor activity of music experts are investigated. The author affirms that psychomotor activity of teacher-musician is comprehensive and versatile. With its help, students are able to achieve high performance skills in music interpretation. Mechanisms of music psychomotor activity are created every time from the very beginning in achieving the objective of sound, that is why the hand of artist is able to overcome any technical difficulty. Musicians, playing the instrument, animate it; reflect depth of their soul in the instrument. The instrument becomes the active object of psychomotor activity. The cooperation of the instrument and participator happens. Summarizing the research, the author draws to conclusions that conscious deliberate activation of effective thinking in the musical training of teachers is accompanied by ideomotor reactions and techniques, determines the development of performance skills and memory of students, substantially develops skills of running of motor component of performing instrumental activities, helps to the formation and mnemonic consolidation of the music interpretation plan. The functioning of effective thinking of intended music teachers is greatly enriched by the artistic and logical thinking and simulation-based creative prediction of results in psychomotor gained executive experience. This kind of professional musical thinking cannot exist either of practice or analytical understanding of theoretical knowledge, principles and laws of music and performing arts.