Abstract:

The article provides a theoretical understanding of scholarly approaches and pedagogical principles underlying the formation of performance mastery of the bandura student under wartime conditions. It has been established that performance mastery should be considered as an integral professional and personal development of a musician, combining technical, artistic-interpretive, value-based, cultural, and creative dimensions.

The study identifies culturological, personality-oriented, hedonistic, axiological, and acmeological approaches as the most productive for understanding the formation of performance mastery of the bandura student. It has been determined that the implementation of these approaches in the educational process is ensured by the principles of systematicity, cultural conformity, aesthetic orientation, encouragement of creative self-expression, and diversification of forms and methods of performance activity. It has been proved that the combination of these approaches and principles makes it possible to combine professional consistency with the pedagogical flexibility required under wartime conditions.

Theoretical understanding of scientific approaches and pedagogical principles of forming the performing skills of a student bandurist in wartime conditions opens up prospects for developing new methods of training future specialists. This process should be considered as a holistic professional and personal formation of a musician, which combines technical, artistic-interpretative, value, cultural and creative dimensions. Bandura performance in modern conditions is not only a sphere of professional artistic training, but also an important space for preserving cultural memory, national identity, and internal stability of the individual.

Keywords: performance mastery, student bandurist, bandura pedagogy, scientific approaches, pedagogical principles, art education, wartime conditions.

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