Phenomenon of Artistic and Performing Emotiveness of Future Piano Teachers

Abstract

The article reveals the phenomenology of emotionality of future piano teachers. The relevance of the study of emotionality and emotiveness in the context of professional training of future teachers of musical art is substantiated. The importance of the study of emotiveness as a means of broadcasting the artistic and figurative content of musical works is determined. The purpose of the article is to summarize information about the interdependence of emotions, emotionality and emotiveness of future music teachers. The concept of "emotions", "emotionality", " emotiveness " was studied, the peculiarities of these definitions were determined in relation to the musical performance training of future teachers of musical art and their further professional activities. It is determined that unlike emotionality, which is a psychological phenomenon, emotiveness is a linguistic category. During the performance of musical performance by both the teacher of musical art and students, emotiveness and emotionality are in an inseparable unity, because musical art is impossible without emotional perception and performance, and work on a musical piece requires the use of emotionality. It has been established that emotionality is one of the aspects of emotional intelligence. The model of emotional intelligence is presented. The phenomenon of emotionality is necessary for the verbal interpretation of the artistic and figurative load of a musical work. The artistic performance presentation of a musical piece by a piano teacher lays the foundation for the student's understanding of the emotional and figurative content of the piece. The teacher must organize the students' verbal and non-verbal communication with the musical piece in an appropriate and accessible form. And this form has signs of emotiveness. emotiveness makes it possible to convey the symbolic language of music through the interpretation of artistic representations as a result of artistic perception through the verbal artistic and pedagogical interpretation of a musical work.