ARTISTIC AND PEDAGOGICAL CONVERSATION AS A METHOD OF WORKING WITH VOCAL AND CHORAL WORKS IN THE PROFESSIONAL TRAINING OF FUTURE MUSIC TEACHERS

Abstract

The purpose of the article is to provide a theoretical substantiation of artistic and pedagogical conversation as a method of working with vocal and choral works in the professional training of future music teachers and to determine its content, structural components, and sequence of implementation in vocal performance and choral conducting training The research methodology is based on concepts of music pedagogy, artistic interpretation, vocal pedagogy, choral conducting training, and dialogical interaction as a means of professional comprehension of a musical work. The study employs theoretical analysis and synthesis of scientific concepts, comparison, structural and functional analysis, pedagogical modelling, and practice-oriented methodological analysis of work with vocal and choral repertoire. The scientific novelty lies in the theoretical specification of artistic and pedagogical conversation as an integrated method of working with a vocal and choral work, aimed at consistently transforming artistic and semantic comprehension into auditory, vocal-performance, conducting, and pedagogical decisions. Five interrelated levels of implementation are identified: artistic and semantic comprehension, intonational and auditory modelling, vocal-performance decisionmaking, conducting embodiment, and pedagogical verbalisation. A classification of artistic-semantic, intonationalauditory, vocal-performance, conducting-performance, and reflective-pedagogical questions is proposed. The integrating role of the principle «hear – sing – conduct – explain» is substantiated as reflecting the transition from internal auditory representation to vocal and conducting embodiment and pedagogical explanation. Conclusions. Artistic and pedagogical conversation can be regarded as a promising method for the integrated study of vocal and choral works, as it creates methodological preconditions for linking artistic interpretation, vocal technique, conducting gestures, and professional pedagogical communication. Its application is aimed at developing future music teachers’ ability to independently find, substantiate, and pedagogically communicate performance decisions