Abstract:

The article substantiates the practical significance of independent learning for students of higher education institutions in the context of vocal training. It examines the essence of independent work, outlines several theoretical provisions, and offers practical recommendations. It is emphasized that this form of learning should become an essential component of students’ professional training.

Independence is interpreted as an individual’s autonomous cognitive activity aimed at achieving personally meaningful educational goals. In vocal training, independent work is viewed as the primary form of professional development, encompassing activities planned by the teacher but carried out by the student independently under supervision.

Attention is drawn to the fact that students’ independent vocal practice has its own features and specificity: it requires motivated engagement; should serve as a continuation of vocalperformance work initiated in classroom settings; must take into account the level of development of the student’s personal qualities and self-regulation skills; and should integrate musical, general cultural, and psychological-pedagogical training. It also involves adherence to the key principles of art pedagogy aimed at developing the competencies of future professionals.

The article describes the levels of development of independent learning skills in the process of vocal training, as well as their content and stages. Particular emphasis is placed on the requirements for independently assigned tasks defined by the teacher and on the principles governing their implementation.

Pedagogical conditions that can ensure the effectiveness of students’ professional independence in vocal training are proposed. The authors argue that independence is characterized  not only by a student’s ability to acquire knowledge and master methods of activity without external assistance, but also by an inner drive for self-realization in the learning process and subsequently in professional practice.

The study also considers the specific features of creative self-realization of future vocal teachers and solo vocalists in the course of their professional activity.

Keywords: independence, vocal training, activity, personal potential, performance skills, stages, experience, self-regulation.

References:

1. Brylyna, V., Stavinska, L. (2013). Vokalʹna profesiyna pidhotovka vchyteliv muzyky: Metodychnyy posibnyk dlya vykladachiv ta studentiv vyshchykh pedahohichnykh ta mystetsʹkykh zakladiv. [Vocal Professional Training of Music Teachers: A Methodological Guide for Teachers and Students of Higher Pedagogical and Art Institutions]. Vinnytsia.

2. Honcharenko, S. U. (2011). Ukrayinsʹkyy pedahohichnyy entsyklopedychnyy slovnyk. [Ukrainian Pedagogical Encyclopedic Dictionary]. Rivne.

3. Dubrovina, I. (2016). «Samoosvitnya diyalʹnistʹ vchyteliv muzyky v systemi pislyadyplomnoyi osvity: praktychnyy aspekt». [«Self-Educational Activity of Music Teachers in the System of Postgraduate Education: A Practical Aspect»]. Kyiv.

4. Entsyklopediya osvity. (2008). [Encyclopedia of Education]. Kyiv.

5. Oleksiuk, O. M. (2015). Dukhovnistʹ osobystosti v systemi mystetsʹkoyi osvity. [Spirituality of Personality in the System of Art Education]. Kyiv.

6. Vovk, M. P., Hryshchenko, Yu. V., Solomakha, S. O., Filipchuk, N. O., Khodakivska, S. V. (compilers). (2021). Pedahohichna osvita v Ukrayini: teoriya i praktyka: slovnyk. [Pedagogical Education in Ukraine: Theory and Practice: Dictionary]. Kropyvnytskyi.

7. Soldatenko, M. (2021). «Samoosvitnya diyalʹnistʹ yak zasib profesiynoho stanovlennya ta rozvytku». [«Self-Educational Activity as a Means of Professional Formation and Development»]. Mykolaiv.

8. Fitsula, M. M. (2005). Pedahohika. [Pedagogy]. Kyiv.