У статті розкривається специфіка фортепіанного навчання учнів підліткового віку у позашкільних
закладах мистецької освіти. Розкрито роль естетичного виховання у розширенні їх світогляду та музичної
культури. Висвітлено, як психологічні особливості підлітків відповідають їх активному включенню у
процес формування мистецьких знань на аксіологічних засадах. Показані можливості естетичної
спрямованості фортепіанного навчання для збагачення естетичних і моральних орієнтирів, здатності
створювати прекрасне.
The specifics of piano teaching of adolescent learners at establishments of extracurricular arts education
is revealed. It is noted that the modernization of Ukrainian and Chinese educational system has exacerbated
the contradictions between the objectives of education and the methods of their achievement, between the
tasks set and the old musical and educational technologies. Therefore, the formation of the arts consciousness
of pupils, the development of their musical worldview, the crystallization of the musical-auditory sphere are
occuring arbitrarily.
Appeal to the works of modern scientists showed that their scientific interests are aimed at studying the
processes of musical thinking, aesthetic tastes and value orientations. In this regard, the article examines the
problem of the formation of musical and aesthetic competence of adolescents on the basis of the competency
approach.
Analysis of performing activity in the process of learning to play the piano in the conditions of
specialized art schools suggests that the musical and aesthetic competence of adolescent learners can be
viewed as an integrative quality that includes emotional and sensual, cognitive, communicative and creative
activity components.
In the process of learning, these components acquire new qualities and specific features. In this complex
structure, the primary place belongs to the emotional-sensory component, since for adolescent learners
emotions become one of the most important mechanisms of mental activity and behavior. They have a clearly
defined concrete situational character, the test express the attitude of pupils to a particular situation and their
own manifestations in this situation.
The selection of the cognitivistic component shows that the individual development of learners in the
piano class occurs in the creative process of learning musical art, penetrating the artistic and imaginative content of the work, identifying its stylistic and genre features, understanding the laws of musical
embodiment of figurative and semantic phenomena.
The communicative component shows that it is important to direct the musical performance of learners to
the perception of the music by another listener, which determines its communicative essence. This activity is
especially vividly manifested in collective forms of playing music. Creative activity component of the
aesthetic competence of adolescents aimed at organizing training in the class of piano and home music. The
formation of the selected components is considered as a complex process that takes place over several stages,
each of which has its own purpose and tasks.
