Sokolova H. Formation of stage performance culture in students of children's music schools in the process of piano learning

The research provides theoretical justification and methodological solutions to the problem of forming stage performance culture in students of children's music schools during piano learning. Given the above, the dissertation elucidates the theoretical foundations of forming stage performance culture in students of children's music schools during piano learning. It develops a methodology for shaping stage performance culture in students of children's music schools in the process of piano learning. The dissertation also characterizes the pedagogical conditions, forms, and methods for forming stage performance culture in students of children's music schools during piano learning. Furthermore, it conducts a criterion-level assessment of the development of stage performance culture in students of children's music schools during piano learning. The main structural components of the stage performance culture of a music school student are highlighted as follows: 1) motivational-value; 2) cognitive-cognitive; 3) emotional-psychological; 4) performance-creative; 5) reflexive-evaluative. It has been determined that the stage performance culture of students in children's music schools is based on natural aptitudes but can be developed in the process of learning to play the piano. For this purpose, a corresponding methodology is proposed, interpreted as a set of interconnected elements and factors for the purposeful and effective formation of stage performance culture in students of children's music schools during piano learning. The mentioned methodology outlines the goal and objectives, methodological approaches, pedagogical principles, pedagogical conditions, stages, forms, and methods, as well as the expected result of cultivating the specified quality. The pedagogical conditions for the effective progress of the mentioned process are determined to be: 1) psychologically comfortable pedagogical interaction between the teacher and the student based on positive forecasting, respect, and support; 2) ensuring the artistic and creative development of the student, including the development of interpretative abilities, achieved through optimal selection of musical repertoire; 3) organizing systematic performances for students at various concerts, competitions, and festivals with the aim of involving them in stage practice and developing public performance skills. The main forms of developing the stage-performing culture of students in the process of learning to play the piano include individual, independent, group (participation in musical ensembles and clubs), and concert-public (performances at concerts, festivals, etc.). The methods of cultivating stage-performing culture are differentiated according to their impact on its structural components:1) motivational methods; 2) cognitive methods; 3) emotional-psychological methods; 4) performing-technical methods; 5) reflexive-evaluative methods, and so on. The pedagogical experiment to assess the effectiveness of the methodology for developing the stage-performing culture of students took place from 2019 to 2023 and included three consecutive stages: exploratory, formative, and control. Criteria, indicators, and levels of development of stage-performing culture in students of music schools were defined for diagnostic purposes. Three stages of developing stage-performing culture have been identified: 1) motivational-Emotional Stage: This involves fostering interest and positive motivation in children towards stage-performing activities; 2) formative-Developmental Stage: This stage focuses on technical preparation and the development of stage mastery; 3) performative-Reflective Stage: This stage teaches students to objectively evaluate their performing and stage qualities, become aware of existing performance issues, and outline pathways for improving their own stage-performing culture. Therefore, the pedagogical experiment has demonstrated the effectiveness of the methodology for developing the stage-performing culture of students in music schools during piano instruction.