METHODOLOGY FOR DEVELOPING STUDENTS’ MUSICAL AND CREATIVE THINKING IN CHORAL CONDUCTING CLASSES
Keywords:
choral conducting, musical creative thinking, musical interpretation, conducting skills, choral music, creativity, reflection, professional competence.Abstract
The article examines pedagogical and methodological opportunities for developing students’ musical and creative thinking in choral conducting classes. It argues that the professional training of future choral conductors should not be limited to mastering conducting patterns, technical gestures and score-reading skills. Students should also develop the ability to analyse musical works independently, understand their artistic content, generate alternative interpretative solutions and communicate them through conducting gestures. The study employs theoretical analysis of pedagogical and music education literature, comparison, generalisation and pedagogical modelling. Based on the analysis, a four-stage methodological model is proposed, consisting of motivational-diagnostic, analytical-interpretative, creative-practical and reflective-evaluative stages. Problem-based tasks, alternative interpretation, modelling of musical images, micro-conducting, peer analysis, video reflection and creative portfolios are considered effective tools for stimulating creative thinking in choral conducting education.
