Hedonistic Approach in the Musical-Rhythmic Competence of Future Music and Choreography Teachers

Abstract

The article is dedicated to the analysis of hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers. As hedonism became a focus of scholars’ active attention during the recent decade, hedonistic approach is being put forward in the article as the key one in music and rhythm competence of prospective Music and Choreography teachers. Under the current circumstances of the society’s development, the psychological follow-up of prospective Music and Choreography teachers is an important goal to attain for our country. Each personality requires individual approach; help in revealing his/her specific features; in shaping a wholesome, harmonious personality. The goal under consideration presupposes setting complicated issues for teachers and psychologists; these issues require structural, systemic and subsequent solution. The personality’s subjective welfare is not only an indicator of his/her psychic (emotional) stability, the transient (dis)adaptation states and pressure compliance resources, but also has crucial significance for perfecting the processes of a person’s overall and academic socialisation. This phenomenon requires conducting applied research as well as solving other issues. Thus, hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers presupposes studying and explication. Applying a hedonistic approach to music-rhythmic competence, under appropriate pedagogical conditions, is transformed into a kind of educational and musical training, which is based on a person's need for pleasure, enjoyment and relying on a love of music education. In this way, the hedonistic approach in music education gives the process of teaching future music teachers and choreography a special appeal.Hedonistic approach to music and rhythm competence of prospective Music and Choreography teachers under the corresponding academic circumstances is being rearranged into a distinctive teaching and music training based on the prospective Music and Choreography teacher’s demand for enjoyment and delight relying on the love of music education.