MENTORING IN THE CLASS OF INSTRUMENTALISTS IN PROFESSIONAL MUSIC EDUCATION INSTITUTIONS: THE HERMENEUTICAL APPROACH

Abstract

The article substantiates the relevance of mentoring activities in instrumental classes of professional music education institutions. The concept of “a mentor” is analyzed and given a classification level of understanding. The importance of mentoring is revealed, as well as pedagogical conditions that make it possible to intensify and improve the quality of the process of training highly qualified musical and instrumental specialists. It is determined that an important pedagogical condition for mentoring activities in the class of instrumentalists is an attitude that determines the quality of complex perception and mastery of a musical work and affects the technical, artistic and emotional development of students. The conclusion is drawn: motivation, pedagogical demonstration and the act of co-creation (interpersonal pedagogical interaction) are significant pedagogical conditions for mentoring, which not only organize the educational activities of instrumentalists, but also influence its value-orientation, cognitive, communicative, cognitive, artistic and creative components. According to the author, the pedagogical paradigm concerning the development of a musical work in the “4D” space, the hermeneutic approach in constructing interpretive concepts can embody innovative technologies that allow to nourish mentoring, ensuring the effective implementation of reform and modernization of modern music education in instrumental classes.