METHODOLOGY FOR PREPARING РIANO STUDENTS FOR PUBLIC PERFORMANCE: CORRECTION OF EMOTIONAL STATE AND PERFORMANCE RELIABILITY

Abstract

The article examines the features of preparing piano students for public performance as a complex process that integrates technical, artistic-interpretative, and psychological aspects. The relevance of the study is determined by the need to improve the quality of performance training for future musicians amid increasing demands on stage activity and insufficient attention to psychological factors in the educational process. Special attention is given to the analysis of stage anxiety as a multifaceted psycho-emotional phenomenon, which includes cognitive, emotional, physiological, and behavioral components. The study substantiates the importance of regulating the emotional state of piano students as a necessary condition for a successful public performance. Effective methods of psychological self-regulation are considered, including breathing techniques, cognitive restructuring, visualization, and concert situation modeling. Their role in reducing anxiety, fostering confidence, and stabilizing the performer’s psycho-emotional state is highlighted. Particular attention is paid to the development of performance reliability as an integrative professional quality that ensures stability, accuracy, and artistic integrity of performance under stage stress. The main directions of its development are outlined, including multi-level assimilation of musical material, development of different types of memory, automation of performance skills, and attention concentration training. The importance of a comprehensive approach to piano student preparation, combining both performance and psychological components, is emphasized. The results of the study can be applied in piano pedagogy to enhance the effectiveness of student preparation for public performance.