The dissertation presents the results of the research on the process of forming the children's emotional stability in music schools during musical performance activities.
The research work offers an interpretation of the meaning of the concepts «emotional stability», «anxiety», and «self-control». In order to avoid scientific disagreements regarding the interpretation of the key concept, we propose the author's definition of it in the work. The emotional stability of music school students is a dynamic integral property that involves the ability to effectively resolve emotional situations in musical and performing activities, reduces the negative impact of strong emotional stress, prevents extreme stress, and promotes readiness for action in a public performance situation.
We developed the structure of emotional stability in the musical performance of students in music schools in the unity of motivational-volitional, informational-active and emotional-personal components.
Also, we proved that the process of forming the emotional stability of music school students during musical and performing activities is provided by groups of principles that correspond to the structural components of the studied phenomenon: the motivational and volitional component (nature correspondence, cultural correspondence); informational and activity component (scientific, problematic, independence, holistic perception of a musical work, dialogization, creativity); emotional and personal component (psychological comfort, humanization, trust in the subject of study).
Pedagogical conditions are defined to promote the effective process of forming the emotional stability of music school students in musical performance activities: the introduction of intensive concert practice into the educational process of the music school; the use of a hermeneutic approach in working with musical works; application of corrective and developmental programs in work with students.
In the process of implementing the specified pedagogical conditions, the following methods and techniques of psychological and pedagogical influence were used (techniques of mastering the optimal concert state (autogenic immersion, self-suggestion); methods of artistic creativity (association, empathy, verbalization); non-traditional methods ("apprentice", dialogic); methods for developing adequate self-esteem (self-analysis of qualities as a musician-performer; self-analysis of performances, reasons for success and failure in performing activities); methods for developing positive motivation (choosing goals, finding reasons for unsuccessful performances, and building growth steps). Forms: group corrective and developmental classes, individual corrective and developmental classes, exercises, role-playing games, fairy-tale therapy, tasks to increase emotional stability in musical and performing activities, trainings to increase self-esteem, concert activities, competitions, festivals, and performances at public master classes.
Means: a program of group corrective and developmental classes, a program of individual corrective and developmental classes.
A schematic model of the process of forming the emotional stability of students in music schools during musical performance activities has been developed, it includes the following: setting the goal of the research and its task (target block); components of emotional stability (motivational-volitional, informational-active, emotional-personal) and their corresponding principles (content block); methods and techniques of psychological and pedagogical influence, forms, means aimed at increasing the emotional stability of students, developing their ability to perform musical and performing activities at a high level (organizational and methodical block); pedagogical conditions, which are based on the experimental method of formation of the studied formation in the musical and performance activities of students in music schools; the expected result of the study.
An experimental study of the formation of emotional stability of students in music schools during musical and performing activities was carried out in the conditions of ascertaining and formative experiments. In order to conduct a ascertaining experiment by the method of theoretical modeling, a criterion apparatus was developed
The introduction of a formative experiment, quantitative and qualitative processing of its results made it possible to confirm the effectiveness of the proposed experimental method of formation of the studied music school students’ derivation.
