A MODEL FOR DEVELOPING PERFORMANCE SKILLS THROUGH UNDERSTANDING OF MUSICAL NOTATION AT THE INITIAL STAGE OF TEACHING POP VOCALS

Abstract

This study is devoted to developing a model for forming students’ performance skills through understanding of musical notation at the initial stage of teaching pop vocals. The work theoretically substantiates the role of music literacy in pop singing and its connection with vocal technique, intonation, rhythm, and artistic interpretation. The target, content, technological, and outcome components of the model are identified, and their pedagogical conditions are explained. The study proposes a system of exercises aimed at conscious mastery of musical notation, interactive methods, and digital tools. The results of the pedagogical experiment confirmed the model’s effectiveness in developing students’ musical thinking, independent work skills, and stage performance. The research findings are recommended for effective use in the teaching of pop vocals in music schools, art colleges, and higher education institutions.