Formation of pop-vocal performance competence in future music teachers: main approaches
DOI:
https://doi.org/10.24195/artstudies.2025-3.1Keywords:
pop-vocal musical performance competence, music education, pedagogical approaches, emotional intelligence, future music teachersAbstract
The article is devoted to the phenomenon of pop and vocal performance competence (PVPC) of future music teachers. The main objective was to substantiate the methodology of targeted PVPC formation in the process of professional training of the aforementioned candidates.The research hypothesis was that effective interaction between the structural components of PVPC requires the use of a set of interrelated approaches aimed at developing the emotional, cognitive, empathic-communicative and self-regulatory elements of this construct.To achieve the research goal, methods of theoretical synthesis and contextualisation were applied in the process of analysing literature on music pedagogy, art history, vocal performance methodology, and cognitive psychology. As a result, it was established that the formation of PVPC in future music teachers should be based on the interaction of scientific approaches selected taking into account the characteristics of the components of this construct. The theoretical study conducted made it possible to substantiate the need to rely on technological, reflective, constructivist, polycultural, facilitative, collaborative, and creative-praxiological approaches, demonstrating their comprehensive effectiveness in the formation of the emotional-motivational, cognitive-epistemological, empathic-communicative, and assertive-self-regulatory components of PVPC. Based on the results, a model was constructed that reflects the interaction of two systems: the system of interrelated components of PVPC and the system of approaches to their formation, among which the technological approach plays a key role, performing the function of supporting and regulating the action of all other approaches, as it provides the basis for the integration of various teaching methods and the adaptability of learning strategies, which confirmed the main hypothesis of the study.The effectiveness of the developed methodological model requires empirical verification during a specially organised pedagogical experiment, which is the main direction of further research.
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