Interdisciplinarity as a form of productive interaction in the formation of vocal-professional competence of students of faculties of arts

Abstract

The article examines the problem of forming the vocal-professional competence of students of faculties of arts based on interdisciplinarity in view of the challenges of the modern dynamic cultural and educational environment. It is established that interdisciplinarity as a form of productive interaction serves as an important methodological and didactic foundation of modern vocal pedagogy in the context of the competence-based paradigm. It is determined that the main concept of the competence-based approach reflects the orientation of the educational process from the informational aspect of knowledge transmission to a value-oriented one, since the professional qualification of a future specialist is deepened by value-semantic, moral-volitional, and behavioural characteristics, which presupposes the solution of practice-oriented tasks and problem situations. The conducted analysis of the concept of “vocal-professional competence” in scientific works made it possible to formulate an original definition of the studied phenomenon. It is revealed that the formation of vocal-professional competence of students of faculties of arts requires reliance on interdisciplinarity, which acts as a system-forming factor and creates conditions for productive interaction between theory and practice, art and science, traditional and innovative educational technologies. It is proved that the effectiveness of forms of interdisciplinary interaction in the formation of vocal-professional competence of students of faculties of arts is manifested in the integration of various aspects of the studied competence (artistic-creative, psychophysiological, educational-innovative, social-communicative, etc.), which ensures the comprehensiveness of professional (vocal) training of students of faculties of arts. Owing to interdisciplinary integration, the student becomes aware of the regularities of the vocal process and learns to comprehensively apply the acquired knowledge in future performance, pedagogical, and creative project-based activities.