FEATURES OF THE METHODOLOGY FOR THE DEVELOPMENT OF META-SUBJECT ANALYTICAL AND PERFORMING SKILLS AMONG STUDENTS OF A MUSIC UNIVERSITY

Abstract

The article examines problems in the professional training of students of a music university related to the disparity of disciplines of theoretical and performing cycles, as a result of which students are often unable to integrate analytical knowledge and skills acquired in theoretical subjects into their performing activities. Consideration of analytical and performing skills in a meta-subject context allows us to identify a set of meta-subject analytical and performing skills necessary for musicians of various specialties. The authors present a methodology for teaching in the piano classroom, according to which students of a music university can develop these skills holistically and consistently, where analytical activity is organically integrated with performing. The methodology consists of three stages (motivational-analytical, integration-activity, reflexive-creative), each of which includes specific methods of work (artistic and imaginative visualization, presentation of an idea, musical and stylistic modeling, design of creative tasks, creation of artistic cases, forecasting of performance realization, etc.) aimed at the development of certain meta-subject analytical and performing skills.