Levels of development of musical and performing communicative skills of students of higher artistic education

Abstract

The article reveals the levels of formation of musical and performing communicativeness of higher education students, namely: professional (high), sufficient (average), initial (low) according to structural components (motivational-informational, spiritual-personal, reflective-constructive, empathic-heuristic, artistic-creative). The professional level is characterized by personal initiative, independence and activity in the process of instrumental training, personally selecting and offering certain works for the educational and pedagogical repertoire, as well as demonstrating the ability to independently design, construct and model an interpretative concept, defending one's own ideas and decisions before the teacher. The sufficient level includes students of the faculties of arts who situationally express certain wishes in the process of instrumental training, which relate, in particular, to the educational and pedagogical repertoire, interpretive work, etc., while not showing personal activity in the field of defending the freedom of their own desires. The initial level is characterized by the situational nature of expressing certain wishes in the process of instrumental training, which relate, in particular, to the educational and pedagogical repertoire, interpretative work, etc., while not showing personal activity in the field of defending the freedom of one's own desires. However, if any independent decision is made, and the consequences of this decision are negative, then for students of this level both emotional and rational non-perception of the specified negative consequences is characteristic. All levels of formation of musical and performing communicability are given qualitative and quantitative characteristics.