Neuropedagogy as a perspective direction of vocal educational work

Abstract

Statement of the problem. The question of the quality of education in one way or another is raised by almost all recent studies in the field of education. Both domestic and foreign scientists insist on the importance of innovative changes in the educational process. Cognitive technologies of neuropedagogy can become one of the most effective innovative methods of learning, education and self-development. Neuropedagogy is based on the classical principles of pedagogy, psychology, neurology, cybernetics and reflects a person-oriented approach in the educational process. The goal of neuropedagogy is to optimally and creatively solve pedagogical tasks in practice, using knowledge about the individual features of the brain organization of higher mental functions. Neuropedagogy studies neuropedagogical systems, their properties and processes. Obiectives, methods, and novelty of the research. Neuropedagogy almost did not attract the attention of domestic authors, therefore the issues discussed in the article are of a topical nature and include elements of scientific novelty. The purpose of the article is to define and consider some of the aspects of neuropedagogy that can become the basis for innovative directions in vocal education. The main research methods were analysis and synthesis when studying the Ukrainian and foreign experience of implementing the principles of neuropedagogy in the educational process; method of systematization for determining the provisions of neuropedagogy essential for vocal education. Research results and conclusion. Vocal pedagogy is based on the general psychophysiological characteristics of a person, the peculiarities of his higher nervous activity. The system of vocal and performance skills is a complex of conditioned reflex actions, most of which have already been studied, but the search for new knowledge about the capabilities of the human body does not stop. The practical application of such knowledge is also useful in vocal pedagogy. Among the various methods and principles of teaching offered by neuropedagogy, as the most essential for working in the vocal class, we have identified the following: the reliance of perception on the unity of analysis-synthesis processes; taking into account the features of simultaneous perception (the effect of peripheral perception) and controlling the directions of attention; unity of conscious and unconscious processes; features of memory (emotionally colored, spatial-visual memorization); the importance of freedom in the educational process; application of the phenomenon of emotional and psychological resonance in the formation of vocal and performing skills; the development of the musician’s individual sphere as the embodiment of a personally oriented approach to learning. The application of the principles of neuropedagogy in the educational process can become an additional factor that will contribute to the individualization of education, the introduction of a personally oriented approach to the education of specialists in various creative fields in general and in vocal art in particular.