IMPLEMENTATION OF THE PRINCIPLE OF ACCESSIBILITY AS A FACTOR IN THE DEVELOPMENT OF STUDENTS’ POLYPHONIC THINKING IN INDIVIDUAL INSTRUMENTAL INSTRUCTION

Abstract

The purpose of the article is to provide a theoretical substantiation of the principle of accessibility as a factor in the development of students’ polyphonic thinking and to identify methodological approaches to its implementation in individual instrumental instruction within professional pre-higher education. The research methodology is based on concepts of music pedagogy, instrumental and performance training, and the didactic understanding of accessibility as a pedagogically grounded correlation between the complexity of learning material and students’ current abilities. The study employs theoretical analysis and synthesis of scientific concepts, structural and functional analysis, comparison, methodological analysis of the performance process, and a practiceoriented analysis of polyphonic repertoire. The scientific novelty lies in specifying the principle of accessibility in relation to the development of polyphonic thinking among professional pre-higher education students and in substantiating its implementation through the gradual structuring of analytical, auditory, and performance activities without simplifying the artistic content of a polyphonic work. Three interrelated components of polyphonic thinking are identified: cognitive-analytical, auditory-differentiation, and performance-coordination. A staged methodological sequence is substantiated, comprising pre-instrumental modelling of the polyphonic score, separate vocal and instrumental study of individual voices, and subsequent performance integration with timbral and articulatory differentiation. Drawing on J. S. Bach’s Sinfonia in F minor, BWV 795, the article specifies techniques involving graphic structuring of the musical score, vocal intoning, ensemblebased distribution of polyphonic texture, and temporary articulatory and dynamic differentiation of individual voices; possibilities for transferring the proposed methodological logic to Ukrainian polyphonic repertoire are also outlined. Conclusions. The implementation of the principle of accessibility in the study of polyphonic music can be regarded as a pedagogically promising factor in the development of polyphonic thinking when learning activities are gradually complicated, tasks are differentiated, and active auditory control is maintained. Such an approach creates conditions for moving from mechanical reproduction of the musical score towards conscious engagement with its structure and for developing performance independence and the methodological competence of future music teachers