UDC 378.6:[37.091.33-043.83:784.9+792.02](045)
DOI: https://doi.org/10.59694/ped_sciences.2026.23.148
COMPETENCY-BASED APPROACH IN CONTEMPORARY VOCAL PEDAGOGY: SPECIFICS OF PROFESSIONAL COMPETENCE FORMATION
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ZELINKA Valentyna Stepanivna
Associate Professor of the Department of musical arts at the Municipal institution of higher education «Academy of culture and arts» of the Transcarpathian regional council.
ORCID іD: https://orcid.org/0000-0002-8134-992X
VYSHNEVSKA-MARKOVYCH Anastasiia Eduardivna
lecturer of the Department of musical arts at the Municipal institution of higher education «Academy of culture and arts» of the Transcarpathian regional council.
ORCID іD: https://orcid.org/0009-0001-3009-2773
Abstract:
This research investigates the transformative role of the competency-oriented paradigm in the professional maturation of aspiring vocalists within the framework of modern higher education. The author argues that current pedagogical trends necessitate a decisive shift from traditional, information-heavy instruction toward a model that prioritizes the dynamic synthesis of theoretical knowledge and its practical implementation in high-stakes performance environments. In this light, the vocational training of a singer is conceptualized as a holistic, non-linear progression. This journey integrates rigorous physiological voice development with profound artistic cognition, emotional intelligence, and the cultivation of a meaningful communicative bridge between the performer and the audience.
The paper identifies and analyzes the core pillars that constitute the professional identity of a contemporary artist. Beyond fundamental technical proficiency, significant emphasis is placed on interpretive agency – the vocalist’s capacity to decode musical texts and imbue them with unique artistic meaning. Furthermore, the study explores the importance of stage presence and critical self-reflection as essential tools for a performer’s self-regulation. The pedagogical relationship is also re-examined, asserting that educational success hinges on a personalized, student-centric approach that respects and nurtures the learner’s innate vocal timbre and creative individuality.
The practical value of this research lies in its focus on the student’s transition from a passive recipient to an active subject of the learning process. By fostering autonomy and encouraging informed artistic choices, the proposed approach produces vocalists who are not only technically adept but also intellectually agile. Such graduates are uniquely equipped to navigate various musical aesthetics and respond effectively to the challenges of the globalized music industry. Ultimately, the findings provide a methodological basis for refining vocal curricula and modernizing pedagogical practices in institutions of higher arts education.
Keywords: vocal pedagogy, professional competencies, vocal technique, musical interpretation, stage performance skills, arts education.
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