GENDER DIFFERENCES IN ACADEMIC VOCAL TRAINING: PEDAGOGICAL APPROACH OF TEACHERS OF THE KHDAK

Abstract

The article presents a complex characteristic of gender differences in the process of academic vocal training, which are considered as a significant factor in the formation of an individualized pedagogical strategy. On the basis of generalization of their own practical experience, the teachers-vocalists of the department of choral conducting and academic singing of the Kharkiv State Academy of Culture carried out a thorough analysis of the anatomical-physiological and psychophysiological features of the male and women’s voice apparatus, which directly influence the nature of sound formation, development of respiration, development of registra formation, development of registra formation, development of registra formation.The authors outline the specifics of methodological work with representatives of different sex: in particular, for women’s voices it is important to form a stable support in the lower case, the alignment of register transitions, the development of flexibility of sound; For male - overcoming the voltage in the upper case, forming a soft attack of sound and stabilizing the position in the transition zone.The practice of teachers of the Department KhDAK confirms the effectiveness of the individual approach, taking into account not only the morphological but also the emotional-behavioral parameters of each student / student. Experts analyze the differences in the psychoacoustic perception of their own voice by students of different sex, which significantly influences the dynamics of the development of intonational accuracy, timbre stability and stage confidence.In the pedagogical process, teachers actively use methodological techniques tested in the Kharkiv State Academy of Culture, in particular variable use of vocalizes, work on mixed registers, gradual complication of the repertoire depending on the rate of psychophysiological adaptation of the student.The article is based on the importance of selection of educational material not only in the parameters of the voice type (tenor, soprano, etc.), but also in accordance with emotional sensitivity, level of stage readiness and individual potential of self-expression. As a result, the central role of the flexible, gender-oriented pedagogical model is emphasized, which is implemented by teachers of the department of choral conducting and academic singing of the KhDAK, and is based on a deep understanding of the relationship of physiological, psychophysiological and psychological factors. The prospects for further research in the direction of gender-oriented vocal pedagogy, in particular in the context of professional training of academic singers in art educational institutions, are determined.