SYSTEM MODEL OF PIANO PERFORMANCE TRAINING FOR VOCALISTS IN THE CONTEXT OF STUDENT PROFESSIONAL AUTONOMY

Abstract

The aim of the article is to examine a systematic model of piano-accompaniment training for vocalists in the context of developing students’ professional autonomy, as well as to identify effective approaches for integrating technical, harmonic, rhythmic, and analytical skills. The author proposes an integrative teaching model that combines piano practice with the main vocal specialization, promoting greater independence in performance and a deeper understanding of musical material. The article analyzes pedagogical concepts and practical models that illustrate the step-by-step formation of technical and interpretative competencies, including the mastery of basic instrumental skills, rhythmic accuracy, harmonic forecasting, and aural control. Special attention is given to the interdisciplinary interaction between theoretical knowledge and practical training, ensuring comprehensive repertoire mastery and the development of interpretative thinking. The study’s findings highlight the importance of systematically integrating theory and practice in shaping an autonomous vocalist capable of independent interpretation, adapting to diverse stylistic tasks, and reflecting on their own performance. The practical significance of the article lies in demonstrating training models that foster sustainable professional growth, enhance expressive performance, and contribute to the formation of highly qualified musicians prepared for active creative engagement in contemporary musical environments. The novelty of the research consists in proposing a comprehensive approach that integrates instrumental and vocal training and in substantiating its role in developing students’ professional autonomy. The conclusions presented can serve as a methodological basis for improving higher music education curricula and for developing innovative forms of performer training.