Psychological and pedagogical aspects of academic vocal teaching in higher educational institutions

Abstract

To improve the academic singing skills of students of the Musical Education profile, a classification of teaching methods has been developed. It includes three groups: methods from the Italian vocal school that implement the technical component of learning; methods from the Russian school that focus on the emotional and artistic component; and combined methods that develop both components. The dominant methods that are consistently used in the methodology are highlighted. The methodology is based on the principles of continuity, individual approach, systematicity and others, and is divided into three stages: initial, intermediate and final. At each stage, performance and theoretical-methodological components are implemented, as well as independent work. Each component includes sections devoted to teaching and theory, and allows you to gradually improve the level of skills in teaching academic singing. The development of the stages varies depending on the individual data of the students. Evaluation and diagnostic tools have been developed to test the effectiveness of academic singing teaching methods. Experimental studies have confirmed its effectiveness. The results of the work expand the methodological and practical bases of student training, including the conceptual framework and teaching tools. Future research involves studying the experience of teachers and singers, developing methods and recommendations, and creating textbooks and educational programs on academic singing in Chinese and Russian universities.