Synergistic approach as a methodological concept of music-pedagogical research

The significance of the synergistic paradigm in the context of the search for theoretical and methodological foundations of the musical and pedagogical research made in XXI century is actualized in the article. The synergetic approach has been studied; it is being actively implemented in the field of music education ‒ a complexly organized system which through openness, nonlinearity and instability leads to a critical (supercritical, creative) bifurcation state, which is conditioned by search and person’s own choice of solving a problem situation (artistic and pedagogical problem) and actualised by internal sources of personality self-development ‒ personality self-development of future professionals in the field of music. The purpose of the article is to highlight the conceptual ideas of the synergistic approach, the substantive essence of the concept “synergy” for solving the problems of modern music-pedagogical education in order to determine its theoretical and methodological foundations. To achieve this goal, a number of methods were used, such as: conceptual, terminological and comparative analysis, generalization of scientific views, concretization and extrapolation of theoretical and methodological provisions in the didactic plane. The results of the analysis devoted to the genesis of music-pedagogical education as a scientific and practical field have been covered; the productivity of the use of synergistic methodology alongside with other scientific approaches for fundamentalising and conceptualising musical and pedagogical explorations has been proved. The views of representatives of different science fields on the synergistic picture of the world and scientific reflection on the specifics of training future teachers of music in the focus of the synergistic approach, taking into account the spiritual dominant, have been compared. The substantiation of the theoretical provisions of the study is provided by the use of the concepts complementing the synergistic approach – methodological concepts (competence-based, hermeneutic, artistic-communicative, activity-centred and creative, etc.) – in order to create a holistic picture of the scientific space of music-pedagogical education. The ideas of M. Kagan’s synergetics and A. Svidzynskyi’s synergetic concept of culture have been extrapolated into the plane of formation of a self-organized multifaceted personality of the future Musical Arts teacher as an open, non-linear system which allows taking into account such factors as semantics of a figurative-symbolic language of music, impossibility to understand music unambiguously, influence of associative memory, life experience, evaluative judgments. It has been proved that synergy as a result of a creative “cooperation” between person’s psycho-physiological processes and co-creating of specialists-musicians in different types of music-performing activities has the effect of emergence, when the merging of two or more forces (actants), energies, flows (emotional and cognitive, auditory-visual-kinaesthetic, rational and irrational, subjective and objective) in the process of artistic-performing and creative-pedagogical activities leads to a new improved quality of the final result. The practical value of the research results, which can serve as a theoretical and methodological basis for further scientific research in the field of art education, has been determined. Keywords: music-pedagogical education, methodological approaches and concepts, synergistic approach, synergy, scientific space, training of future teachers of musical arts, artistic and educational environment.