UDC 378.091.12:78-051:78.087.68:780.6
DOI: https://doi.org/10.59694/ped_sciences.2026.20.149
METHODOLOGIKAL PRINCIPLES OF DEVELOPING VOCAL-CHORAL AND INSTRUMENTAL TRAINING OF FUTURE MUSIC ART TEACHERS IN THE CONTEXT OF PEDAGOGIZATION OF THE EDUCATIONAL PROCESS
TAINEL Elvira Zoltanivna
Ph.D.
(Pedagogical Sciences), Professor of the Department
of Music Art Faculty of Culture and Arts Lviv
National Ivan Franko University.
ORCID iD: https://orcid.org/0000-0004-4873-7678
ZHIGAL Zoryana Mihailivna
Ph.D.
(Pedagogical Sciences). Associate Professor of the
Department of Music Art Faculty of Culture and Arts
Lviv National Ivan Franko University.
ORCID iD: https://orcid.org/0000-0003-3744-6367
KOVBASYUK Andriy Mykhailovych
Candidate of Art Studies, Associate Professor of the
Department of Music at the Ivan Franko National
University of Lviv.
ORCID iD: https://orcid.org/0009-0007-0389-0079
Abstract:
The modernization of higher pedagogical education requires reconceptualizing approaches to music teacher training. The traditional model, dominated by academic performance traditions, often creates a disconnect between students’ performance mastery and their readiness for pedagogical work in schools. This necessitates strengthening the pedagogization of professional training – the systematic integration of methodological and psychological-pedagogical content into performance disciplines. This article aims to theoretically substantiate the principles of developing vocal-choral and instrumental training of future music art teachers in the context of pedagogization.
The research methodology employs an interdisciplinary approach combining music pedagogy, performance studies, and general pedagogy. Theoretical methods include analysis of scientific literature, systematization of pedagogical experience.
The study substantiates a system of interconnected principles. The principle of integrativity overcomes fragmentation between vocal-choral and instrumental training through interdisciplinary connections. The principle of pedagogical expediency balances academic repertoire with works suitable for school application. The principle of developing artistry and communicative culture addresses the teacher’s need for expressive communication through gesture and presence. The principle of unity of emotional and rational combines artistic experience with analytical understanding.
Implementation requires curriculum changes: revision of performance courses to include pedagogical applications, enhanced integration between theoretical and practical studies, and teaching approaches that model performance-pedagogy integration. These principles address contemporary challenges including digital transformation, cultural diversity, and inclusive practices.
The development of vocal-choral and instrumental training in the context of pedagogization should be based on this holistic system, orienting teacher educators toward forming specialists capable of using musical instruments and voice as tools for teaching and education.
Keywords: music art teacher, vocal and choral training, instrumental training, pedagogization, principles of teaching, professional education.
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