PSYCHOLOGICAL AND PEDAGOGICAL PRINCIPLES OF DEVELOPING STUDENTS’ EMOTIONAL STABILITY IN INSTRUMENTAL AND VOCAL TRAINING

Abstract

Purpose of the article. The purpose of the article is to provide a theoretical substantiation of the psychological and pedagogical foundations of students’ emotional stability and to describe a structural-functional model of its development in the process of instrumental and vocal training of future music teachers.

Research methodology. The methodological basis of the study includes the provisions of personality psychology, pedagogy of art education, and the theory of professional training of music teachers. The research is based on systemic, competency-based, personality-oriented, and activity-based approaches, which ensure a comprehensive study of the process of developing students’ emotional stability in the context of vocal and instrumental training.

The study employs a set of interrelated research methods: analysis, generalization, and systematization of scientific sources in order to define the essence of the research concepts; modeling – to describe the structural-functional model of emotional stability development.

The scientific novelty of the obtained results lies in the following: for the first time, the psychological and pedagogical foundations of developing students’ emotional stability in the process of vocal and instrumental training have been substantiated; the essence of the concept of emotional stability of a student-musician as an integrative personal and professional quality in the context of musical performance activity has been clarified; a structural-functional model of developing students’ emotional stability in the process of instrumental and vocal training has been developed and substantiated; further development has been given to the provisions concerning the differentiation of emotional regulation mechanisms depending on musical specialization (vocal performance, instrumental performance).

Conclusions. It has been established that emotional stability is an important professionally significant quality of a future music teacher, ensuring the effectiveness of musical performance and pedagogical activity under conditions of increased emotional stress. It has been determined that the specificity of instrumental and vocal training affects the level of stage anxiety and actualizes the need for purposeful development of emotional self-regulation skills. The described model of emotional stability development provides a systematic approach to organizing pedagogical influence and contributes to increasing the effectiveness of professional training of future music teachers.