FORMATION OF MOTIVATIONAL READINESS OF STUDENTS-TRUMPETERS IN INSTITUTIONS OF ADDITIONAL EDUCATION OF CHILDREN

Abstract

. In the article, the process of formation of motivational readiness of trumpeter students in institutions of additional education of children is considered as an actual problem that requires its solution. The analysis of the conceptual and terminological apparatus of the study is carried out. A working definition of the phenomenon under study is given as a set of motives that correlate with the potential of young performers (interests, abilities, opportunities, value orientations), on the one hand, and the prospects for its development (near, medium and far), on the other; they correspond to the range of interests, as well as to the quality of the resource that determines the success of musical and performing activities, the appearance of positive emotions, and satisfaction with the final result. The author reveals the factor series of ensuring the formation of motivational readiness of students-trumpeters in institutions of additional education of children, which consists of a clear statement and understanding of the goals and objectives of the musical and educational process; self-knowledge, self-awareness, self-esteem, self-improvement of wards, the development of their abilities; setting up the performing apparatus, mastering the arsenal of technical means of performance, getting the opportunity to master a diverse repertoire, active and productive independent work. The success of concert performances, the support of the teacher, the patronage of the music and educational institution as a whole (the organization of visits to concerts of masters, master classes, trips to competitions, festivals, the presence of a recording studio, the release of solo albums) are an important pedagogical condition for the formation of the motivational readiness of students-trumpeters. Preparation for the technical development of playing the trumpet (aspects of breathing, ear pads / lip technique, tongue/, finger technique) should be under the close, permanent attention of the teacher. The studied problems suggest the existence of further research aimed both at the formation of the conceptual and terminological base of the phenomenon, and at the search for appropriate innovative technologies that can effectively modernize the artistic and pedagogical process in the classroom and the system of additional education of children.