Theoretical model of artistic and project-based experience of future teachers of Musical Arts

The article presents the results related to theoretical modelling of the phenomenon “artistic and project-based experience” of future teachers of Musical Arts and the criteria for its evaluation. The formation of this type of experience on the basis of piano training aimed at future teachers of Musical Arts is actualized by the fact that projects become the most attractive innovative organisational form of teaching arts. Researchers explore various phenomena related to project-making (competence, skills, technology, activities, culture, etc.). However, artistic and project-based experience in the context of professional training aimed at future teachers of Musical Arts still needs theoretical understanding. The article clarifies the essence of this type of experience; the corresponding concept is interpreted as an integrated professional quality of future Musical Arts teachers; it is a process and a result of accumulation and memorisation of knowledge and practical skills enabling the embodiment of artistic and essence-related ideas into an organisational form perceived as an event where all participants are involved into independent preparing and performing of distributed creative tasks according to a certain scenario, focusing on achieving a common pedagogical goal. The structure of artistic and project-based experience is presented; it consists of four components: methodologically motivated component (aspiration to acquire methodical competence in piano performance; an interested attitude to mastering piano performance as a pedagogical resource of professional training); artistic and mental (the presence of the memory fund of artistic and project-related events and their reflection (artistic and project-based thinking)); activity-based and communicative (the presence of experience of artistic and communicative actions; activity in mastering the artistic and communicative resource of piano training); creative and self-organisational (experience of self-organisation in pedagogical project-making related to piano training; integrative and praxeological resources of the experience when dealing with artistic and figurative project-making and script-planning of events). The assessment criteria and indicators of the developed components are presented: motivational and intentional; information-based and operational; technological and innovative; productive and creative.