EDUCATIONAL AND METHODOLOGICAL RESOURCES FOR TRAINING FUTURE TEACHERS OF MUSIC IN BUKOVYNIA (1980-2000S)

Abstract

The relevance of the problem of the development of musical and pedagogical education in the regions of Ukraine makes it possible to update the valuable practices of training future teachers of musical art, established in historical retrospect, in order to study the continuity and stability of educational and artistic traditions. That is why the constructive achievements of musical and pedagogical education in Bukovyna in the 1980s-2000s require special research attention, taking into account the socio-political context of its progress, the contribution of teachers to the training of artistic personnel for Ukrainian musical culture and education.

The purpose of the article: to characterize the content of the main disciplines in the training of future teachers of music in Bukovina in the 1980s-2000s; educational and methodological resources of musical and pedagogical education are presented, taking into account the traditions of training teachers-musicians in the Bukovina region.

Research methods: historical and pedagogical analysis - to study the features of the content of training future teachers of music in educational institutions of Bukovina within the selected chronological framework; content analysis - in the process of studying educational and methodological materials, resources for training teachers-musicians, generalizing their problems.

Results: As a result of historical-pedagogical and content analysis, it was established that the training of future teachers of music in Bukovina in the 1980s–2000s was carried out on the basis of a combination of national educational requirements with regional traditions of musical culture and pedagogy, which ensured the continuity and stability of musical and pedagogical education in the region. It was revealed that the content of professional training of future music teachers was structured around a system of disciplines of musical-theoretical, performing, methodological and culturological orientation, which together formed the professional competence of a teacher-musician as a teacher, performer and bearer of national culture. It was found that educational and methodological resources (curriculums, methodological recommendations, manuals, repertoire and textbooks) played a leading role in ensuring the quality of professional training, contributed to the formation of musical thinking, performing skills, pedagogical reflection and creative self-realization of future teachers of musical art. It was proven that a special place in the training system was occupied by disciplines and practices related to musical folk art, musical local history and folklore and ethnographic studies, which ensured a deep immersion of students in the regional cultural context, formed national self-awareness and value orientations of professional activity. It was found that in the late 1990s and early 2000s, significant changes occurred in the content of music and pedagogical education in Bukovina, related to overcoming the ideological limitations of the Soviet period, strengthening the national-cultural component, updating the Ukrainian musical heritage, and introducing integrative and interdisciplinary approaches. It was summarized that the experience of compiling and using educational and methodological publications by teachers-musicians of Bukovina is a valuable educational resource that can be used in the modern system of training future teachers of music to update the content of professional disciplines and preserve regional educational traditions.

Conclusions: Music and pedagogical education in Bukovina in the 1980s–2000s developed as a unique component of art education, which combined state educational requirements with regional artistic traditions and nationally oriented content of training future teachers of music. Educational and methodological resources played a key role in the formation of professional, performing and pedagogical competencies of future music teachers, ensuring the unity of theoretical, practical and performing training. Analysis of the content of professional disciplines showed the priority of the educational potential of music, orientation on the development of musical culture of the individual, moral and aesthetic values, creative abilities of students, as well as on the formation of pedagogical skills of the teacher-musician. It is proved that an important feature of the training of future teachers of music in Bukovina was the systematic involvement of regional music and local history material, folklore heritage, and the repertoire of Bukovina composers and performers, which contributed to the establishment of national identity and professional self-awareness of students. Transformational processes in the content of music and pedagogical education in the late 1990s and early 2000s were due to overcoming the ideological limitations of the Soviet period, strengthening the national and cultural component, interdisciplinary integration, and orientation on the concept of musical education based on Ukrainian national culture.