STIMULATION OF SELF-ORGANIZATION OF THE FUTURE MUSIC TEACHERS’ METHODICAL EXPERIENCE WHILE TRAINING THEM IN PIANO MUSIC PERFORMANCE

The methodological experience of the music teacher is the dominant component of his / her professional and pedagogical competence. Methodological experience in teaching the piano music performance requires special pedagogical conditions that activate the students' independent methodical training. Considering the fact that while training bachelors of the musical art and future music teachers, there is no special discipline having methodical content of performance, an effective resource for acquiring such experience is the methodological self-organization of students. In the educational program targeted to bachelors, there is no discipline that purposefully provides the acquisition of methodological experience in teaching the piano. The key concepts of the study are specified in the article. For example, self-organization is represented, on the one hand, as an internal potential of management systems, and on the other one, ‒ as an organization of an internal resource of an individual, which allows realization of musical and pedagogical activities, including the methodical one, in many varieties. Methodically directed self-realization in the piano training is understood as a motivated need and an internal attitude towards understanding the methodology of teaching the piano music performance. Taking into account the abovementioned issue, the goal is to apply the acquired knowledge and skills in students' independent work on musical creations and in their teaching activity as a resource which will provide an effective, original solution of musical, pedagogical, artistic-figurative and interpretation-oriented tasks in the process of teaching piano playing to schoolchildren. Self-organization of methodological experience is understood as the most effective resource, integrated professional quality which is necessary and in demand both during their training period and in further work. Within the framework of the introduction of this pedagogical condition, these methods are used: the accentuation of the methodological potential of each lesson on piano training; stimulation of students to a mindful attitude to the methodical segment of classes, to memorization of the proposed methods in accordance with the set tasks; selfguided processing of the proposed methods during homework; extrapolation of methods and techniques to other musical and performance-targeted material. Stimulation of the future music teachers' self-organization and methodological experience in the process of piano training, as a pedagogical condition, presupposes the implementation of the following actions: to formulate pedagogical requirements related to the performing process; to ensure students' clear ideas concerning the problems in performing and expedient methods for their solution; to develop an algorithm for training activities in class in order to master the necessary methods; to stimulate the students' motivation to master the methodological support of the learning process dealing with the piano playing; to organize feed-back communication; to expand the system of the piano training by activating the methodological competence of the student himself / herself, monitoring its level.