Principles of disclosing the content of future musical art teachers’ vocal training in higher art education institutions

Abstract

The article is devoted to the definition and substantiation of generalized pedagogical principles of the content of future musical art teachers’ vocal training and special-professional principles in higher art education institutions in certain educational conditions; the expediency of their implementation in the process of vocal training is substantiated. The application of the methodological orientation of vocal training is presented, which reveals the need for subjects of education for appropriate literacy, awareness of modern sound production techniques and teaching methods. Pedagogical principles and musical-professional provisions are revealed, which during vocal training are aimed at achieving high-quality vocal training of future musical art teachers, their interest in singing and acquisition of deep knowledge and practical competences of singing activity. Improving of the future musical art teachers’ vocal training is revealed taking into account the historical prerequisites for the formation and development of vocal training in Ukraine; they are specified in the essence and content of its structural components. The applied principles effectively influence the expected result under appropriate educational conditions, substantiated and revealed essential characteristics of the directions of the corresponding influence on the content of future musical art teachers’ vocal training. Generalized principles of organizing the content of vocal training are presented: scientificity, awareness, personification, integration of artistic and technical components and methodological orientation of training, which positively affect the achievement of the expected result in the chosen specialty in the conditions of vocal training of students in higher education institutions. An important indicator of a principle-based approach to revealing the content of vocal training of future specialists is the introduction of scientific approaches into this system. The specificity of the professional work of a musical art teacher determines the specifics of this training, the acquisition of important professional competences, among which vocalists distinguish the following: competent production of vocal breathing, clear articulation and diction, the use of adequate techniques of singing sound production, maintaining the purity of musical intonation, demonstrating their own unique performing manner, mastering techniques for preserving the vocal apparatus of singers of any age, etc. The essence of the fundamental provisions in didactics is determined by cause-and-effect relationships, the initial laws of the organization and content of training, including vocal training of future musical art teachers, adherence to the necessary methods, which ensures the effectiveness of problem solving.