Creative self-realisation of future vocal teachers inthe context of contemporary art education.

Abstract

This article examines the issue of creative self-actualisation among future vocal teachers in the context of contemporary arts education. It justifies the importance of fostering a creative personality in future specialists, enabling them to engage in productive vocal performance and teaching activities. The essence of the concepts ‘self-fulfilment’, ‘creative self-fulfilment’ and ‘self-actualisation’ is explored, and their significance for the professional development of future vocal teachers is identified. The author presents an interpretation of the essence of the academic definition of ‘creative self-fulfilment of a future vocal teacher’. The paper analyses the characteristics of contemporary arts education, in particular the competence-based, student-centred and creative-activity-based approaches, which provide the conditions for the development of the creative potential of higher education students in Ukraine. A definition of the concept ‘competence’ is provided. Emphasis is placed on the role of vocal pedagogy and concert performance in fostering professional independence, reflectiveness, interpretative skills and the capacity for continuous self-improvement in future vocal teachers. The significance of creative interaction between participants in the educational process (the teacher, the accompanist and the student) and the use of modern educational technologies in solo singing classes is highlighted as important factors in the creative self-realisation of future vocal teachers. The article examines the post-doctoral research of contemporary scholars, which explores the aforementioned factors in the professional development of future music specialists. It has been concluded that the purposeful organization of the educational process at an arts education institution contributes to the realisation of individual creative potential and the development of a student’s own performance and teaching style at the second (Master’s) level of higher education, and ensures their readiness for a successful future professional career. At the end of the article, the authors outline the prospects for further research, which they see as lying in the justification, development and experimental testing of pedagogical conditions, methods and technologies aimed at ensuring the creative self-realisation of future vocal teachers during their professional training at higher arts education institutions in Ukraine.