Formation of performing skills of university students-vocalists: a toolkit of objective indicators

the article considers the issues of developing the performing skills of students majoring in vocal music at music universities using objective assessment indicators. The process of professional development of vocalists within the educational program, starting from junior courses and up to the pre-graduation stage, is analyzed. To determine the level of performing skills, the following methods were used: expert assessment, audio recording and subsequent analysis of performance, expressiveness and technical complexity scales, as well as questionnaires for teachers and students. The key components of performing skills are identified: vocal and technical training, stage expressiveness, artistic interpretation, and psychological stability. Differences in the dynamics of development of these components are established depending on the individual level of training, stage performance experience, and teaching methods. Particular attention is paid to the role of objective criteria in forming a system of assessing students' achievements and correcting the educational process. The authors offer recommendations for improving vocal training programs, taking into account the results of monitoring performing skills.

music university, vocal education, performance skills, objective indicators, stage expressiveness, vocal and technical training, assessment of professional competencies