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Методическая концепция развития навыков саморегуляции у студентов-музыкантов в классе вокала
Contemporary vocal pedagogy faces a complex set of methodological challenges that encompass not only the search for ways to improve technical vocal skills for the realization of artistic vision, but also the development of self-control and self-regulation in future singers, as well as the entire creative process. A successful artist cannot function without the ability to effectively manage their physical state, psychological balance, emotional state, and stress responses, as well as the cognitive processes of memory and imagination during performance. This article discusses the question of whether it is possible to foster a sustainable capacity for self-regulation and self-control in the academic and professional life of musicians and vocalists. Is it possible to integrate this capacity into the teacher's methodological approach to developing self-control skills in students not only on stage but also during lessons with a teacher, rehearsals, exam preparation, and performances at assessment events? Based on an analysis of scientific, methodological, and autobiographical sources, the authors clarify the key concept of “self-regulation of the learning process”. This, coupled with the skill of emotional self-regulation during academic, examination, and concert practice, essentially means developing a meta-ability for self-regulation of state and activity both in situations of onstage stress (situational) and in the longterm educational process (personal). The authors propose the rationale and content of their methodical concept for developing self-regulation of students in vocal classes, revealing proven approaches, principles, conditions, and methods of implementation, and substantiating criteria for evaluating its effectiveness.