| Abstract [eng] |
During the formation of early adolescents' vocal skills, singing develops personality, musical abilities, culture, and community. Students in grades 5 – 8 (11 – 14 years old) start a period of voice mutation in which vocal education is adapted to more specific. Currently, there are lack of scientific literature and research on early adolescents’ voice mutation period as well as development of adolescents’ vocal education in non-formal musical activities. Problematic questions: Which tools are most effective educating early adolescents' vocal talents? Why vocal educating is important in non-formal musical activities? Subject of research – Vocal education of early adolescence in non-formal musical activities. Purpose of research – Reveal pedagogics’ perception of early adolescents’ vocal education characteristics in non-formal musical activities. Research objectives: 1) define the theoretical principles of vocal education; 2) discuss the physiological and psychosocial development of early adolescents (grades 5 – 8); 3) describe the specificity of adolescents’ vocal educating in non-formal music activities; 4) conduct an empirical study aimed at understanding teachers' perception on the characteristics of vocal education in early adolescents (grades 5 – 8) in non-formal musical activities. Research methods: scientific, methodological, pedagogical, psychological literature sources analysis, a qualitative study conducted using a partially structured interview method. Research sample: 7 research participants interviewed who work with early adolescents in non-formal musical activities. Conclusions: 1. The analysis of scientific literature revealed that vocal training is part of musical education, playing the key part in influencing the development of a musical personality. 2. During puberty, early adolescents experience a significant period of physical, emotional, and psychological changes. 3. In non-formal musical activities, singing early adolescents fulfill their feelings of self-expression and recognition, improve their musical skills, can socialize in community, expand their concert and personal experience by participating in various performances. 4. The research results revealed that non-formal musical education for early adolescents have specific challenges related to unstable emotions, psychosocial factors and physiological changes. During the voice mutation period, individual pedagogical attention is recommended focusing on specialized, voicepreserving vocal education methods. |
