У статті розглядається проблема діагностики формування художньо-творчого потенціалу бакалаврів музичного мистецтва, яка здійснювалася за розробленою системою критеріїв і показників, що відображають основні компоненти означеного феномену. Описано критерії (мотиваційний, емоційний, когнітивно-інформаційний, творчо-виконавський, рефлексивний) та рівні сформованості компонентів художньо-творчого потенціалу (адаптивний (низький), репродуктивно-активний (середній) та потенційно-творчий (високий).
В статье рассматривается проблема диагностики формирования художественно-творческого потенциала бакалавров музыкального искусства, которая осуществлялась по разработанной системе критериев и показателей, отражающих основные компоненты указанного феномена. Описаны критерии (мотивационный, эмоциональный, когнитивно-информационный, творчески-исполнительский, рефлексивный) и уровни сформированности компонентов художественно-творческого потенциала (адаптивный (низкий), репродуктивно-активный (средний) и потенциально творческий (высокий).
The problem of diagnostics of artistic and creative potential formation of Bachelors of Musical Arts is studied in the article, it was carried out on the developed system of criteria and indicators that represent the main components of the specified phenomenon. Criteria and indicators of artistic and creative potential formed components are described: motivational (students’ value-based orientation to performing activities in professional self-determination, demand for artistic and creative activities and willingness to be engaged in it, existence of creative motives and interest in performance training); emotional (indicators: emotional activity, emotional perception of musical work; the need for novelty of emotional perceptions and feelings); cognitive-informational (indicators: artistic and aesthetic competence; the scope of knowledge in the field of music performance; theoretical understanding of musical works that are performed and listened to; awareness of the importance of musical works in students’ professional development; degree of detection of artistic and creative thinking qualities); creative and performing (indicators: ability to transfer knowledge and skills to artistic and creative activities; degree of development of operational skills of artistic and creative thinking based on acquired knowledge; degree of mastering performance resources for interpretation of the image; initiative in dealing with artistic and creative tasks); reflexive (indicators: level of reflexivity development (self-cognition, self-projection, self-realization); level of personal reflection development (self-assessment, self-control); adaptive (low), reproductively-active (middle) and potentially-creative (high). It is concluded that the analysis of the results of the acknowledged experiment determined the strategy for artistic and creative potential formation of Bachelors of Musical Arts which relies on a) specifying pedagogical conditions necessary for improving the efficiency of artistic and creative potential formation; b) stating the appropriate techniques, methods and forms of work for artistic and creative potential formation of Bachelors of Musical Arts in the course of performance training.
