Abstract:

The article considers a reflective approach to the formation of intonational thinking of future teachers of musical art. Thinking as a cognitive process is implemented through a system of interconnected mental actions and operations. It is based on an indirect and generalized reflection of reality, which is carried out through analysis, synthesis, comparison, abstraction, generalization and concretization. Musical intonation does not function separately, but is in an organic relationship with the word, movement, gesture and facial expressions. It is intonational thinking that reflects the synthetic nature of musical art, within which there is an inextricable combination of sound matter and motor action, artistic content and form-creating means. We have determined that the formation of intonational thinking of future teachers of musical art in the process of vocal and choral training is based on the implementation of systemic-value, personal-axiological, cultural, reflective and heuristic-activity approaches. The development of reflexivity contributes to the formation of a holistic personality capable of critical thinking, productive interaction, tolerant attitude towards others, empathy and flexibility in decision-making. Reflection is considered not only as an intellectual operation, but as an integrative personal quality that ensures readiness for cooperation, self-development and constructive resolution of problem situations. 

Keywords: students of faculties of arts, formation of intonational thinking, reflective approach, empathy, readiness for cooperation, vocal and choral training. 

References:

1. Alfimov, V. M. (2016). Ponyattya tekhnichnoyi obdarovanosti ta yiyi skladovi Pedahohika formuvannya tvorchoyi osobystosti u vyshchiy i zahalʹnoosvitniy shkolakh. [The concept of technical giftedness and its components Pedagogy of the formation of a creative personality in higher and general education schools]. 

2. Antonyuk,V. G. (2016). Synerhetyka ta vokalʹnyy zmist teoriyi B. L. Yavorsʹkoho. [Synergetics and vocal content of the theory of B. L. Yavorsky]. 

3. Vyshinsky, V. (2014). Ponyattya rukhu v muzychno-pedahohichnykh systemakh pershoyi tretyny ХХ st [The concept of movement in musical and pedagogical systems of the first third of the 20th century]. Kyiv. 

4. Goncharenko, S. U. (2011). Ukrayinsʹkyy pedahohichnyy entsyklopedychnyy slovnyk. [Ukrainian pedagogical encyclopedic dictionary. Second edition, supplemented and corrected] Rivne. 

5. Grinchuk, I., Burska, O. (2008). Problemy muzychnoho myslennya: teoriya i metodyka rozvytku. Dialektyka muzychnoho lohosu ta eydosu. [Problems of musical thinking: theory and methods of development. Dialectics of musical logos and eidos]. Ternopil. 

6. Zhelanova, V. V. (2007). Henezys rozvytku refleksiyi ta zasoby yiyi formuvannya v molodshykh shkolyariv. [The Genesis of the Development of Reflection and Means of Its Formation in Junior School Students]. Slavyansk. 

7. Zhelanova, V. V. (2012). Refleksyvno-kontekstne osvitnye seredovyshche yak chynnyk profesiynoyi pidhotovky maybutnʹoho vchytelya pochatkovykh klasiv. [Reflective-Contextual Educational Environment as a Factor in the Professional Training of Future Primary School Teachers]. Lugansk. 

8. Zyazyun, I. A., Sagach G. M., (1997). Krasa pedahohichnoyi diyi. [The Beauty of Pedagogical Action] Kyiv. 

9. Kozyr, A. V. (2006). Maysternistʹ profesiynoyi pidhotovky khorovykh dyryhentiv do roboty z dytyachymy kolektyvamy. [Mastery of professional training of choir conductors to work with children’s groups]. Drohobych. 

10. Maksymenko, S. D., Solovienko, V. O. (2000). Zahalʹna psykholohiya. [General psychology]. Kyiv. 

11. Meng Fanjuan. (2013). Osoblyvosti intonatsiynoobraznoho myslennya molodshykh shkolyariv u protsesi vokalʹno-khorovoho navchannya. [Peculiarities of intonation-figurative thinking of younger schoolchildren in the process of vocalchoral training]. Khmelnytskyi. 

12. Moskalenko, V. G. (1998). Do vyznachennya ponyattya «muzychne myslennya». [To the definition of the concept of «musical thinking»]. Kyiv. 

13. Pavlynska-Kleymyonova, N. (2020). Osnovy intonatsiynoyi pryrody muzyky: sutnistʹ, naukovoteoretychni zvʺyazky. [Fundamentals of intonation nature of music: essence, scientific and theoretical connections]. 

14. Padalka, G. (2008). Pedahohika mystetstva: Teoriya i metodyka vykladannya mystetsʹkykh dystsyplin. [Art pedagogy: Theory and teaching methods of art disciplines: study guide]. Kyiv. 

15. Rudnytska, O. P. (2005). Pedahohika zahalʹna ta mystetsʹka. [General and artistic pedagogy: a study guide]. Ternopil. 

16. Filosofsʹkyy slovnyk. (1986). [Philosophical dictionary]. Kyiv. 17. Volker, Zotz. (2000). Konfuzius. Rowohlt, Reinbek bei Hamburg. [Confucius. Rowohlt, Reinbek bei Hamburg].