Skills of Interpretative Processing of Vocal Works: Main Phases and Methods of Formation

Стаття розкриває сутність та зміст інтерпретаційної діяльності відповідно до послідовності інформаційно-мистецтвознавчої, аналітично-теоретичної, проєктивно-концептуальної, репетиційно-тренувальної, виконавсько-продуктивної та рефлексивно-оцінювальної фаз. Уміння, необхідні для проведення інтерпретаційної діяльності, систематизовано відповідно до окреслених фаз. Для кожної групи систематизованих умінь конкретизовано педагогічні методи й засоби їх формування. Уточнено визначення інтерпретаційних умінь майбутнього вчителя музичного мистецтва.The article reveals the essence and contents of the future music teacher's interpretation activity according to the sequence of informational and art history, analyticaltheoretical, project-conceptual, rehearsal-training, performance-productive, reflectiveevaluation phases. The skills necessary to perform interpreting activities are systematized according to the outlined phases. For each group of systematized skills the pedagogical methods and means are specified. The definition of the interpretative skills of a future music teacher as a complex ability to create an original interpretative concept of a music piece with the aim of transferring the understanding of the composer’s creative work to the audience of listeners has been formulated. The analysis of interpretive skills of the future musical art teachers, as well as pedagogical tools necessary for the formation of these skills, has allowed to formulate the following conclusions. It is determined that the interpretive skills of future musical art teachers are a complex ability to independently create an original interpretive concept of a musical work in order to broadcast their own understanding of the result of the composer's work to the audience. The sequential course of such phases of educational and interpretive activity of future teachers of musical art as information-art history, analytical-theoretical, projective-conceptual, rehearsal-training, performance-productive and reflexive-evaluation is systematized. It is established that the pedagogical tools developed and implemented for the formation of these skills are comprehensive and based on a rich palette of integrated methods and tools of art education, which maximally cover image-demonstration, verbal, interactive, game and other opportunities for pedagogical influence