METHODOLOGY OF SYNERGISTIC APPROACH AS A BASIS FOR SINGING DEVELOPMENT OF STUDENTS OF ART FACULTIES

Abstract

The article reveals the scientific and theoretical foundations of the synergistic approach methodology in the context of singing development of students of art faculties. The author formulates a definition of the concept of “singing development of students of art faculties”, as well as theoretically substantiates and defines the essential characteristics, principles and methodological foundations of the synergistic approach as a basis for developing a methodology for the singing development of students of art faculties, which ensures maximum effectiveness of singing development in the conditions of constant change of social and social processes, as well as the correspondence of the content of professional vocal training to modern challenges. The essential characteristics of the synergistic approach methodology presented in the article embody a focus on establishing and specifying the natural mechanisms of complex systems' ability to self - organize, on cognitive activity in learning new knowledge, as well as on qualitative variable transformations of complex systems from their chaotic nature to structuring, and function in accordance with the motivational and cognitive, innovative and value - based, and political and communicative directions of vocal training. Among the principles of the synergistic approach as the basis for the singing development of students of art faculties are the principle of openness, which regulates the dynamics of environmental influences, the principle of self - organization, which is ensured by the ability of the system to self - organize in relation to its components, the principle of attractiveness and the principle of bifurcation, which ensures the nonlinearity of the process of singing development of students of art faculties. Methodological principles of the synergistic approach to designing strategic vectors of singing development based on the use of pedagogically planned and spontaneous pedagogical influences, development of multivariate trajectories of singing development; methodological support for the coherence of procedural components of singing development.