Psychological and pedagogical foundations of the formation of performing skills on the clarinet among students of music universities

Abstract

The article is devoted to the psychological and pedagogical foundations of the formation of performing skills on the clarinet among students of music universities. The relevance of the topic is due to the need to improve the methods of teaching wind instruments in higher music education. The purpose of the study is to identify and substantiate the key psychological and pedagogical factors influencing the effectiveness of the formation of clarinetist performance skills. The tasks include: analyzing the scientific literature on the problem, developing a theoretical model of skill formation, and its empirical verification. Methods: theoretical analysis, modeling, pedagogical experiment, testing, statistical data processing. Empirical base: 68 music students studying clarinet. Main results: the importance of motivational (r=0.76, p<0.01), cognitive (r=0.81, p<0.01) and psychomotor (r=0.84, p<0.01) components in the structure of performing skills has been proved; a model of their phased formation has been developed and verified. Theoretical significance: the conceptual framework is clarified, the structure of the clarinetist's performing skills is substantiated. Practical value: scientifically based recommendations for improving the methods of teaching clarinet playing at the university are proposed. The prospects of the study are related to the testing of the model on broader samples, including in the framework of international comparisons.