JAVID KUDUSOV’S CHOIR SCHOOL IN THE CONTEXT OF DETERMINING PROFESSIONAL COMPETENCE OF THE FUTURE MUSICIAN PEDAGOGUES
In the article is highlighted the pedagogical paradigm of Javid Kudusov’s choral school in the context of competence approach in modern music education. Attention is paid to the importance of learning a foreign experience for the modern Ukrainian conductor-choral school as an important source of development of competence-oriented educational process. Actualized extraordinary fi gure of the founder of one of the leading musical and choral performing schools – an outstanding conductor and pedagogue Javid Kudusov. Conductor’s artistic aesthetics is revealed in its close connection with the traditions of national musical culture and projections on the formation of professional and important features of students’ personality of art specialties. By the example of many years of Javid Kudusovcreative collaboration with student artistic groups was marked conceptual meaning of university’s choral class, as the main laboratory of formation of worldview, musical and performance mastery and artistic individuality of future choral conductors and music pedagogues. The development of musical-performance culture of the student is conceptualized as an integrated multi quality that defi nes the content fi lling of conductor pedagogy of J. Kudusov. The basic priorities of functioning of J. Kudusov choral school was detected in terms of the development of theoretical foundations of competence approach in the fi eld of music education. The main direction of scientifi c and creative laboratory is revealed under the direction of conductor such as the scientifi c study of the artistic heritage of the past and present in a multicultural area of the region; scientifi c reconstruction of traditional music and ritual folklore; identifying genre and stylistic features of authentic musical creativity of different nations through the light of the implementation of performance; comprehending of singers sound standards, which summed up in society and generalization of innovative experience of artistic groups and prominent personalities in music art. Infl uence of historical and socio-cultural factors in determining the content of personality-oriented education system is outlined. It is noted that the intercultural dialogue allows to defi ne the most important priorities in the fi eld of music education, make adjustments and additions to professiogram of musician-teacher, update the content of training courses in accordance with modern requirements of society on professional competence of specialists.
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