Pedagogical conditions for training future teachers of Musical Arts in developing schoolchildren’s artistic and aesthetic worldview

The article is devoted to the coverage of the results dealing with the theoretical and methodological stage of the study regarding the professional training of future teachers of Musical Arts in developing schoolchildren's artistic and aesthetic worldview. The introduction reflects the relevance of this problem, the goals and objectives of this stage. To achieve the goals and solve the tasks, a set of methods was used: theoretical ‒ analysis, induction, comparison, generalization of philosophical, psychological, pedagogical, artistic and historic; musical and pedagogical sources in order to clarify the content and specify the essence of the concept “pedagogical conditions”, the contextual analysis – to clarify the concept “Artistic and aesthetic perception of the world”; empirical ‒ a generalization of pedagogical and methodological experience, innovative practices; theoretical generalization – to explain the essence of special pedagogical conditions for developing schoolchildren's artistic and aesthetic worldview. The author clarifies the essence of the phenomenon “pedagogical conditions”, presents and characterizes the pedagogical conditions for training future teachers of Musical Art in developing schoolchildren's artistic and aesthetic worldview: actualization of the artistic and philosophical potential of the piano-performing activity fulfilled by the future teachers of Musical Arts; stimulation of a comprehended attitude of the future teachers majoring in Musical Arts to the artistic and aesthetic content of piano works in the process of working on their interpretation; a purposeful orientation on the creation of a methodological trajectory of influence on the artistic and aesthetic worldview by the future teachers of Musical Arts through comprehension of the artistic image of the work; involvement of the future teachers of Musical Arts into the organization and participation in real and virtual intercultural innovative and interactive forms of the educational process. These conditions are grounded through the prism of the component structure of the phenomenon “artistic and aesthetic worldview”. It is noted in the conclusions that the methodology, which includes pedagogical conditions, optimizes the further development of the phased implementation of the pedagogical conditions alongside with their corresponding methods in order to verify their effectiveness.