FORMATION OF THE HEARING-MOTOR COMPLEX OF STUDENT MUSICIANS IN CLASSES OF INSTRUMENTALISTS: A METHODOLOGICAL APPROACH

Abstract

The article substantiates the relevance of forming an auditory-motor complex of studying musicians in classes of instrumentalists from the standpoint of a methodological approach. The object, subject, purpose and objectives of the study are formulated. Nine personal features of learning instrumentalists are identified, which determine the dynamics of the educational process: self-manifestation, self-realization, self-actualization, self-knowledge, self-awareness, self-esteem, self-control, self-development and self-improvement. It is proved that musical-auditory and motor-motor representations are important determinants that form the auditory-motor complex, which also includes auditory-motor self-control and a system of performing actions-movements. Attention is drawn to the fact that the presence of a pronounced musical-auditory, motor-motor or integral auditory-motor representation determines the development of an instrumental performer, but is not automatically a guarantee of his successful performance. Conclusions are drawn: in the development of methodological materials, organization and conduct of training sessions in the class of instrumentalists, it is advisable to use the following typology of performing actions-movements: action-aspiration, action-experience, action-meaning, action-evaluation, action-stimulus; the whole complex of performing actions-movements is an integral system, the components of which are differentiated only in order to create favorable conditions for their study. The prospects of development of the auditory-motor complex in students are determined, which lie in the plane of the unity of the conscious and the unconscious.