Pedagogical conditions for forming the stage-performing competence of a future artist-soloist-instrumentalist in the process of piano training

Abstract

The article presents a comprehensive theoretical and methodological analysis of the peda- gogical conditions for forming stage-performance competence of future solo instrumentalists within the framework of piano training. The study highlights contradictions in contemporary music education, where traditional technocratic approaches dominate and insufficient atten- tion is paid to developing integrated stage skills, psychological resilience, and communicative readiness for public performance. Based on the synthesis of scholarly sources, the struc- tural components of stage-performance competence are identified: motivational-value, cogni- tive-perceptual, communicative-reflective, and creative-activity. The article substantiates key pedagogical conditions for competence formation, including the creation of a motivationally stimulating educational environment, the systematic acquisition of music-theoretical knowl- edge related to stage performance, the development of artistic-communicative and reflective abilities, and the regular engagement of students in diverse public performance formats to enhance reliability and artistic expressiveness. The potential of piano training as a universal tool for developing musical thinking, interpretive culture, and stage experience is emphasized. The study underlines the need to integrate psychological, musicological, and pedagogical approaches in the development of stage-performance competence. Prospects for further research include experimental verification of the proposed pedagogical conditions, investiga- tion of competence formation across different instrumental specializations, and the implemen- tation of digital technologies in professional music education.