Narrative-discursive approach in the aspect of Art Pedagogy

The article covers the results of theoretical and methodological research of the phenomenon “narrative discourse”, clarifies its essence through the prism of the basic provisions of narratology and artistic pedagogy. The introduction highlights the relevance of the problem, the purpose and objectives of this stage. The research was carried out on the material of scientific elaborations that highlight the phenomenology of the narrative discourse and the narrative-discursive approach. In order to realize the purpose and to solve the set tasks in the course of exploration, we used a complex of methods: theoretical ‒ the analysis, comparison, generalization of philosophical, psychological, pedagogical, art, musical and pedagogical sources ‒ to clarify the essence and content of the phenomena “narrative” and “discourse” in the field of arts; the contextual analysis ‒ to define the concepts “the narrative discourse” and “the narrative-discursive approach”; empirical ‒ generalization of pedagogical and methodological experience, innovative practices; theoretical generalization ‒ to predict and substantiate the perspectives of the narrative-discursive approach as a methodological basis for training future teachers of Arts. As a result of the theoretical and methodological research, the essence of the concepts “narrative” and “discourse” has been clarified. The term “pedagogical narrative” has been defined as a special means of personality formation, his / her knowledge, skills, experience; a specific method of optimizing the processes of personal socialization and immersion of an individual into the public worldview, a worldview through a story that reflects imaginary or real events. It has been established that the pedagogical potential of the narration-based approach is determined by the ideas of hermeneutical and phenomenological analysis of texts as general cultural and pedagogical phenomena. The prospects of introducing the narrative-discursive approach into the process of training future teachers of Arts have been determined. The narrative-discursive approach directs perspective directions of further scientific explorations of the problem related to the determination of pedagogical principles and conditions enabling the formation of the narrative competence of future teachers of Arts.