Pedagogical conditions for developing future ensemble performers’ skills of autonomous preparation for the creative presentation of repertoire

Abstract

The article addresses the problem of developing future ensemble performers’ skills of autonomous preparation for the creative presentation of repertoire. The relevance of the study is determined by the need to improve the professional training of musicians in the context of contemporary requirements of arts education, which involve the development of subjectivity, self-regulation, responsibility, and the ability for productive collective interaction. The purpose of the article is to provide a theoretical and methodological substantiation of pedagogical conditions that contribute to improving students’ ability for autonomous educational and performance activity in the process of preparing for ensemble music-making. The study employs the methods of analysis, comparison, generalization, and systematization of scholarly sources devoted to the problems of ensemble performance, self-regulated learning, autonomy, reflection, and digital support in music education. The essence of the autonomous preparatory work of a future ensemble performer is specified as a level of organization of educational and performance activity at which the student independently determines goals, plans the sequence of actions, selects ways of working on musical material, applies self-control tools, and adjusts their own preparation with a focus on further collective artistic interaction. Three interrelated pedagogical conditions for the development of the relevant skills are substantiated: the formation of stable ideas about the sociocultural significance and functional specificity of collective forms of music-making, along with awareness of personal responsibility for the quality of one’s own contribution; ensuring purposeful methodological support for acquiring skills of autonomous work on a musical composition, taking into account its genre and stylistic, compositional and dramaturgical, as well as performance and communicative features; and purposeful development of reflective and strategic awareness, the ability for self-assessment, self-control, and self-correction of performance-preparatory actions. It is emphasized that the integrated implementation of these conditions contributes to the development of the ability to model situations of ensemble communication, carry out auditory mutual control, predict the shared performance result, and ensure high-quality individual preparation for full participation in ensemble performance.