Component structure of emotional-intellectual development of a teacher of solo singing

Abstract

Art education in Ukraine makes a significant contribution to the world’s cultural heritage, actively transforming established academic vocal and pedagogical traditions within the contemporary educational space and placing new demands on the professional training of teachers of artistic disciplines. In the context of the dynamic renewal of the content of art education, particular importance is attached to the professional mastery of the teacher, their ability to engage in effective emotional interaction with vocal students, create a favorable creative environment, and establish an individual developmental trajectory for each student. The specific nature of the professional activity of a solo singing teacher involves prolonged interpersonal interaction, a high level of emotional involvement, and the need to understand the psychological characteristics of students. Therefore, the effectiveness of pedagogical activity largely depends on the level of development of the teacher’s emotional intelligence as an important professional quality. Developed emotional intelligence contributes to creating an atmosphere of trust, psychological comfort, and creative freedom, which are essential conditions for the development of students’ vocal and performance competencies, artistry, stage confidence, and ability to provide artistic interpretations of musical works. The purpose of the article is to substantiate the component structure of the emotional-intellectual development of a solo singing teacher and to identify the criteria and indicators for its assessment. The methodology of the study is based on systemic, competency-based, and personality-activity approaches. The study employs the analysis and synthesis of scholarly sources, comparative and structural-functional analysis, pedagogical modeling, and generalization. The results of the study consist in identifying five interrelated components: motivational-emotional, cognitive-cognitive, reflective-activity, communicative-empathic, and creative-interpretive, as well as the corresponding assessment criteria: emotional-perceptual, cognitive-analytical, reflective-regulatory, communicative-empathic, and creative-interpretive. It is concluded that emotional-intellectual development is an important component of the professional competence of a solo singing teacher, ensuring the effectiveness of pedagogical interaction, the quality of students’ vocal and performance training, and the creation of a favorable emotional and creative educational environment. The proposed structure provides a basis for further determining the levels of development and elaborating methodological systems for the professional advancement of teachers.