У статті пропонується нова методика формування художньої емпатії студентів мистецьких
факультетів педагогічних університетів. Особливого значення надається таким методам і прийомам
фортепіанного навчання як актуалізація художньо-емоційної пам’яті студентів, активізація художньо-
асоціативного мислення студентів, варіантне опрацювання музичних творів, спонукання студентів до
самоаналізу музичних вражень, залучення майбутніх учителів до порівняння художніх явищ.
Наголошується суттєва роль моделювання художньо-педагогічних ситуацій, а також застосування
біографічних методів осягнення композиторського стилю.
Relevance of the study. The article proposes a new method of forming the artistic empathy of students
of art faculties of pedagogical universities. Particular importance is given to such methods and techniques of
piano learning as actualization of students' artistic and emotional memory, activation of artistic and
associative thinking of students, variation of musical works, induction of students to introspection of musical
impressions, involvement of future teachers in comparing artistic phenomena. It emphasizes the essential role
of modeling artistic and pedagogical situations, as well as the application of biographical methods for
comprehension of composer style.
In the scientific literature, the question of the formation of artistic empathy is considered only
fragmentarily (A. Zaytzeva, O. Oleksuk, N.Popovich). The possibilities of piano teaching of students in the
formation of artistic empathy are almost not studied at all.
The purpose of the article is to highlight the technique of forming artistic empathy in the process of
piano teaching of students of pedagogical universities.
Discussion. The influence of musical art on the formation of personality is determined by its ability to
comprehensively comprehend the content of a musical composition at the level of empathy, to artistic
empathy. The formation of empathy is closely linked to the presence in the person of the stock of emotional
impressions of musical works.
The article examines methods and techniques for forming the artistic empathy of future music teachers in
the process of learning piano playing.
1. A block of methods and techniques for updating the artistic and emotional memory of students. This
block of methods involves determining the personal inclination of students to the music of a certain mood.
2. A block of methods and methods of activating the artistic and associative thinking of students is
proposed. These are methods and techniques for establishing associative relationships. Such methods and
techniques are based on the ability of the human psyche to memorize different images on the level of the
subconscious. The processes of emotional penetration into the content of artistic images are intensified.
3. The block of methods and techniques encourages students to introspection of musical impressions.
This block of methods focuses on self-knowledge as a process of successive actions of self-knowledge in
music. Comparison with the previous artistic experience is aimed at actualizing the musical experiences of
students.
4. A block of methods and techniques for attracting future teachers to compare artistic phenomena.
Reception of comparison makes sense only when distinguish those features that reproduce the internal laws of the phenomenon. 5. The block of methods and techniques of variant processing of musical works is aimed at attracting
students to the perception and evaluation of various interpretations of the same musical work.
6. The block of biographical methods and methods of studying the composer's creativity. Outside of the
awareness of personal motives of creativity it is difficult to fully perceive the artistic text of the work. Feel
the intentions of composes, penetrate into the peculiarity of his personality, to realize the aesthetic credo of
his work helps to familiarize himself with his biography.
7. The block of methods and techniques of modeling artistic and pedagogical situations of perception of
musical works. Future teachers should be prepared not only to empathize with the perception of artistic
images, but also to bring musical works to disciples. Students should get acquainted with the technique of
bringing the student's emotional state to the perception of musical works.
