Pedagogical Conditions for the Development of Performing Culture in Vocal Students during their Professional Training
DOI:
https://doi.org/10.63437/3083-6425-2025-3(98)-10Keywords:
music pedagogy, performance culture, professional training, vocal art, artistry, pedagogical conditions, artistic refl ectionAbstract
This article identifies and analyzes the pedagogical conditions necessary for the effective formation of a vocal student’s performing culture during professional training. A vocalist's performing culture is understood to encompass the development of technical skills as well as cognitive, evaluative-interpretative, creative, and communicative-artistic activities. The importance of an innovative, artistic, and personalized approach based on the principles of acmeological art pedagogy is emphasized. Such an approach fosters the development of the unique qualities of each musician-vocalist and contributes to their professional growth.
The following pedagogical conditions have been identified for the formation of a vocal student's performing culture during professional training: active involvement of vocal students in the process of independently mastering the fundamentals of the performing arts and developing artistic self-awareness; ensuring a creative atmosphere in teacher-student interactions based on openness, trust, and mutual respect to facilitate an equal pedagogical partnership; creating conditions to stimulate students’ public performance activities in order to expand their concert, communication, and artistic experience; orienting students’ reflective activities toward developing performance culture as a component of professional mastery.
Artistic reflection is emphasized as it contributes to the formation of individual musical taste, expands repertoire, and improves students’ performance skills and abilities. It also fosters constant professional self-development and encourages personal and creative growth in vocal and pedagogical activities.
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References
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