THE ESSENCE AND CONTENT OF MUSIC-PEDAGOGICAL DIAGNOSTICS

Abstract

The article considers the specifics of the set of principles of music-pedagogical diagnosis, defines the essence, structure and individual components of music-pedagogical diagnostics as a single functional system. The approaches on research of questions, problems and tasks of musical-pedagogical diagnosing in psychological-pedagogical, musicological, methodical literature are analyzed and characterized. The structure of the personality is considered and analyzed, where four special substructures are distinguished. The «external manifestations» of musical performance, difficulties and mistakes encountered by a student at a certain educational stage are analyzed; characteristics of those indicators of musical-pedagogical diagnosis, which are directly interrelated with the performance and interpretation of a musical work. The article emphasizes that the inner world of a person, his experiences and feelings are the most important content in music. That is why the concretization and differentiation of figurative content is directly related to its individuality, life experience and interests. During the research, Internet sources, specialized literature, methodical and scientific developments of the following native musicians-teachers and musicologists were used: Tkach E., Zagorovska S., Yakovchuk G., and others. The research is based on methods of comparison, synthesis and generalization. The scientific novelty of the article lies in the theoretical substantiation of the main issues, problems and tasks related to the process of musical and pedagogical diagnosis, its content, the composition of diagnostic indicators, landmarks, the proportion of each of them. We come to the conclusion that music-pedagogical diagnostics is a necessary branch of cognitive activity, which performs important functions in the educational process and has a complex hierarchical structure. Improving the pedagogical skills of a musician is impossible without mastering the full range of diagnostic knowledge and skills.