VISUAL AND PRACTICE-ORIENTED APPROACH TO MASTERING CLASSICAL HARMONY IN THE PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS

Abstract

The purpose of the article is to provide a theoretical substantiation of a visual and practice-oriented approach to mastering classical harmony and to determine the content, sequence, and methodological means of its implementation in the professional training of future music teachers The research methodology is based on the integration of concepts from music pedagogy, the methodology of teaching music-theoretical disciplines, and a practice-oriented approach to the professional training of future music teachers. The study employs theoretical analysis and synthesis of scientific concepts, structural and functional analysis, comparison, pedagogical modelling, and methodological analysis of learning tasks in classical harmony. The scientific novelty lies in the theoretical substantiation of the visual and practice-oriented approach as a way of organising learning activities in which theoretical principles of classical harmony are transformed into visually structured models, correlated with auditory representations, and consolidated through practical musical actions. Three interrelated components of the approach are identified: visual-analytical, auditory-perceptual, and practicalperformance. The sequence of learning actions «see – hear – reproduce – explain – apply» is proposed, and the use of functional maps, graphic models of voice leading, auditory comparison of alternative harmonic solutions, practical performance, transposition, and methodological verbalisation is specified. Harmonic thinking is conceptualised as the ability to understand functional, tonal, and voice-leading relationships in musical material, anticipate possible directions of harmonic development, aurally evaluate alternative solutions, and implement them in practical musical activities. Conclusions. The visual and practice-oriented approach provides a methodological basis for moving from the formal acquisition of harmonic rules towards students’ conscious engagement with musical material. Its professional value lies in integrating music-theoretical, auditory, performance, and methodological dimensions of future music teachers’ training and in developing their ability not only to apply harmonic principles independently but also to explain them in a pedagogically meaningful and accessible manner