Abstract
Thestudyisdevotedtotheproblemofactivatingthecognitiveactivityofstudentsofperformingartsatanartuniversity.ThesubjectofthestudyisthemodernProblem-BasedLearningpedagogicaltechnology,whichisactivelyusedinmanyareasofvocationaleducation.ThisworkexaminesthepossibilitiesofusingPBLinthepracticeofstudyingthePianodiscipline.Accordingtotheauthors,adaptingPBLideastomusicalperformancepracticeatthestageofuniversityeducationsignificantlyincreasesthelevelofdevelopmentofprofessionalcompetencies.Movingawayfromthetraditionalteachingformat,whereallmusical-performingproblemsaresolvedbythemethodofdemonstrationandreproduction,totheuseofProblem-BasedLearningeducationaltechnologycanbecomeapowerfuldynamicfactorinovercomingtheinertiaofcreativeprocessesand,thereby,formingastablemotivationinthestudenttoachievesuccessininstrumentalperformance.Moreover,thePBLstrategy,whichdirectsthementalactivityofstudentstoanindependentsearchforwaysofprofessionalimprovement,laysasolidfoundationofcompetenceinthechosenprofessionandbeyondthewallsoftheclassroom.TheeffectivenessofPBLimplementationwastestedusingatrainingexperiment,duringwhichathree-levelsystemofmethodologicalapproacheswasdeveloped.ParticularfocusismadeondescribingexamplesofthepracticalapplicationofPBLmethods,inthecontextofvariousstagesofmasteringthemusicalinstrument.Ananalysisoftheresultsofteachers’workusingelementsofproblem-basedlearningwasperformed,andtheeffectivenessofitsuseinpianopedagogywassubstantiated.