Abstract:

The article highlights the stages of the formation of the artistic and aesthetic experience of adolescents in the process of piano training. The first stage of the methodology is considered – aesthetic and guiding, which introduces the pedagogical condition of actualizing the emotional and aesthetic impressions and feelings of adolescents in the process of perceiving musical works. A person-centered approach and a hedonistic approach are implemented. The methods used are emotional experience, artistic and aesthetic identification of the image of the work, verbalization of emotional reaction, emotional and aesthetic empathy practice, attribution of the «emotional score» of a piano work, and artistic connotation. The second stage of the methodology – axiological-modeling – involves the introduction of a pedagogical condition for involving adolescents in cognitive and evaluative activity in the process of artistic and aesthetic comprehension of the content of musical works. At this stage, an axiological approach and methods are introduced: verbalization of the aesthetic structure artistic image, heuristic conversation, artistic and aesthetic analysis, associations, evaluation of the harmony of artistic content and form, intonation aesthetic dialogues and heuristic discussion on the issue of aesthetic evaluation of piano works. The third stage of the methodology – artistic-reflective – involves the implementation of a pedagogical condition of encouraging adolescents to realize the artistic and aesthetic essence of works in their own interpretation. At this stage, reflective and activity approaches and methods are actualized: artistic and interpretative activity, creation of «situations of success», polyversity of the rehearsal process, modeling of the performing interpretation of a work, implementation of a piano performing project, reflections on performing activities, concert practice. 

Keywords: stages, methods of forming artistic and aesthetic experience, teenagers, piano training. 

References:

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