THE PLACE OF STEREOTYPES OF THINKING IN THE CREATIVE PROCESS OF TEACHING MUSICAL ART

The article substantiates the expediency of operating with the concept of stereotypes of thinking about the process of teaching musical art from the point of view of mastering its creative component. It is noted that stereotyping is a constant companion of human thinking because the totality of knowledge about the material and spiritual world accumulated by humanity significantly exceeds the possibilities of their comprehension by the mind of a single individual. Stereotypes free up space for creativity by taking over routine operations, and yet, being stable constructs that are difficult to revise and modify, they act as an obstacle to the creative process, which, poorly combined with excessive adaptability, requires at least a temporary abandonment of familiar ways of solving a problem to emerge with a new, alternative action. Therefore, among the crucial factors that can strengthen and enrich the creative potential of teaching musical art are the following: understanding by all subjects of the pedagogical process that in professional activity, a musician is often guided by stereotypical ideas and actions; and the orientation of the student's personality towards awareness of the prerequisites for the emergence of stereotypes. As a result, he will be able to track them and better understand at what stage and under what influence his professional views and ideas arise, where they come from, why they are used, and whether they need changes to achieve his progress in professional development, and, ultimately, whether they are the product of his creativity.