Abstract:

The article provides a theoretical justification and analysis of the program repertoire as a key factor in the professional training of a bachelor of pop vocal. The repertoire is considered as a multifunctional methodological tool that ensures the formation of vocal-technical, stylistic and stage-performing competencies of students.

The main principles of repertoire selection are defined: gradual complexity, genre diversity, national orientation and individual vocal feasibility. The necessity of integrating different musical genres (folk song, jazz, pop music, rock, musical theatre) into the educational process is substantiated as a condition for the formation of a universal performer.

It is proved that the systematic complication of repertoire tasks contributes to the development of technical mastery, artistic interpretation and professional adaptability of the student.

Repertoire formation is always an individual process. The teacher must take into account not only the technical capabilities of the student, but also his psychological readiness, stage experience and even personal preferences. The repertoire should be a «zone of proximal development»: it should challenge the student, but at the same time remain achievable.

It has been found that the genre breadth of the repertoire – from folk songs and jazz to modern pop music and musicals – helps to form a flexible vocal apparatus and develop independence in creative interpretation. This allows you to educate a performer who can quickly adapt to different styles and be competitive in the modern music market. The final certification is considered as a stage where all the acquired knowledge and skills are combined, and the repertoire becomes the main indicator of the student’s professional maturity.

Keywords: pop vocal, program repertoire, vocal pedagogy, genre structure, professional training, bachelor, performing competencies.

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