DEVELOPING INSTRUMENTALISTS’ INTERPRETIVE FREEDOM THROUGH PEDAGOGICAL SUPPORT IN THEIR PROFESSIONAL STUDIES
DEVELOPING INSTRUMENTALISTS’ INTERPRETIVE FREEDOM THROUGH PEDAGOGICAL SUPPORT IN THEIR PROFESSIONAL STUDIES

Summary/Abstract: The relevance of the study is determined by the need to develop creative thinking and an individual performance style in view of the dynamics of the academic musical space. The aim of the study is to identify effective pedagogical means of developing instrumentalists’ interpretive freedom in the course of their professional musical studies. The research employed the methods of a pedagogical experiment, expert evaluation, survey, and comparative analysis. Pedagogical approaches that contribute to the development of interpretive freedom were identified, in particular, performance analysis, improvisational practices, dialogic forms of learning, problem-based creative tasks, master classes, analysis of performance versions, and reflection. The effectiveness of an innovative model of the interpretive freedom development, which systematically takes into account the interaction of technical, pedagogical, and individual factors, was substantiated. The study showed that the initial level of interpretive freedom in the control group (CG) and experimental group (EG) was similar. After 12 months of applying pedagogical strategies, the EG increased interpretive freedom by 34%, while the CG showed minor changes. Pedagogical support is a key factor in the development of interpretative freedom, especially in the context of active concert and performance practice, participation in performance competitions, forums, festivals, and interdisciplinary creative platforms.

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