Principles of Developing Bandura Technique in Students of Arts Specialties within the Process of Performance-Oriented Musical Training

Abstract

This paper addresses the issue of developing bandura technique in students of arts programmes through the lens of performance-based training in higher art education. The topic gains particular relevance in light of current educational demands, which require future musicians not only to achieve technical precision, but also to demonstrate interpretative expressiveness, cultivate an individual artistic identity, and operate independently in professional contexts.

The study focuses on defining and theoretically grounding a system of principles that regulate the development of bandura technique, as well as on clarifying their pedagogical role within the overall structure of professional musical training.

The research design relies on a combination of methodological approaches, including the examination and synthesis of scholarly works in music pedagogy and instrumental performance, the comparison of pedagogical strategies aimed at developing performance technique, and the conceptual organization of theoretical positions related to students’ performance training.

The findings reveal a structured set of pedagogical principles that shape the process of developing bandura technique. The principle of artistic and technical unity is viewed as a core idea, emphasizing that technical skills function primarily as a medium for realizing musical meaning. The principle of consistency and systematicity is linked to the step-by-step formation of technical competence alongside the integration of expressive and technical elements. The principle of individualization underscores the necessity of considering learners’ psychophysiological traits and encouraging the manifestation of their creative individuality. The principle of activity and independence, in turn, highlights the importance of learner autonomy, reflective engagement, and the ability to organize one’s own practice.

Overall, the implementation of these principles contributes to understanding bandura technique as a multidimensional pedagogical construct that combines technical, artistic, and personal components of professional development. The proposed framework can be applied to improve instructional practices in instrumental training and to enhance the quality of performance preparation of future bandura performers.