Cientific principles and experience of forming artistic competence of future bachelors in the process of learning european vocal art

Abstract

The article examines the problem of the relationship between the formation of the artistic competence in future bachelors and their high quality mastery of European vocal art.

Acquiring artistic competence and he mastery of performance of the specified repertoire is characterized as an important basis for the pedagogical effectiveness of future music teachers, their ability to present to students the artistic merits of vocal works that are part of the treasury of European vocal art and are distinguished by artistic excellence and a variety of artistic styles.

The expediency of turning to the leading provisions of artistic-competent, hermeneutic and reflexive scientific approaches is substantiated. It is noted that their totality ensures the acquisition of artistic competence by future teachers of musical art by forming in them the ability to apply professional knowledge, abilities and skills in the process of performing hermeneutic analysis of vocal works, reflective and analytical awareness of the essence of artistic and figurative meaning and building on this basis performing, pedagogical and interpretive concept of the learned repertoire.

 The implementation of these provisions was ensured on the basis of the activation of interdisciplinary connections between the historical-stylistic, analytical-hermeneutic vectors of mastering vocal-artistic works and their preparation for performance; enrichment of artistic and associative ideas and in-depth understanding of poetic works, which were laid by composers as the basis of their own artistic ideas. The important role of students’ performance of tasks for reflective self-assessment and self-analysis of their vocal educational and performance experience and formation of students’ ability to propaedeutic mistakes typical for novice teachers is emphasized.

 It is noted that the effectiveness of the methodology developed on these principles has been confirmed at the observation level and needs to be confirmed on the basis of a comparative analysis of the results of diagnostic sections performed at the summative and final stages of the formative experiment.