У статті розглядається проблема візуалізаціїї освітнього процесу під час навчання співу студентів. На основі наукового обґрунтування емоційно-образних методів визначено візуальне моделювання як емоційно-образний метод розвитку співацького голосу студентів, як педагогічну методику невербальної організації навчальної інформації засобами візуального ряду. У контексті вирішення педагогічних завдань ця методика базується на оперуванні жестамисимволами і включає різноманітні педагогічні прийоми, що уможливлює сприйняття нової інформації, допомагає студенту її систематизувати, запам’ятати та оперувати нею на практиці.
Contemporary information society science has put forward non-verbal communication as education/teaching model focusing
on visual perception. In accordance with this requirement, it is reasonable to adapt visualisation within vocal pedagogy domain for extending the technical boundaries of impact on singing apparatus in the process of its development. This is supposed to
complete/update the apparent didactic material referring to the methodology of shaping pedagogical university student’s singing
voice via non-verbal innovations.
On the basis of scientific justification of emotion and imaginative methods from physiology and psychology perspectives, we
identified visual modelling as the emotion and imaginative technique of shaping the student’s singing voice. Accordingly, visual modelling was defined as pedagogical methodology for non-verbal arranging educational information via visual aids. Within the context of solving specific pedagogical issues, the suggested methodology is based on handling symbolic motions/gestures and
presupposes various teaching techniques enabling to comprehend new information; enhancing the student’s systematising and
remembering the data with their further implementation.
The process of modelling the teaching activity at student’s vocal training classes in pedagogical universities is targeted at
providing the techniques of singing voice shaping; these techniques may secure the following: increasing the level of artistic and creative activity; vocal and performing activity; music and pedagogical activity; implementing specific approaches within the process of perfecting occupational skills; fostering the student’s performance self-fulfilment and self-expression.
Taking the aforesaid into consideration, it is essential to notify that the key trends of providing visual modelling into the
teaching process for pedagogical university students presuppose focusing on the following issues: implementing individualisation of
vocal training; securing consultative-mediated approach functioning in the process of teacher’s artistic and pedagogical interaction with pedagogical university students; maintaining multi-aspect approaches to information-cognitive, evaluation, interpretation and performance learning/training stages; activating creative self-consistency in the process of education and cognition activity.
