THE ATOMIC PRINCIPLE OF CREATIVE EDUCATION OF A VARIETY MUSICIAN

Abstract

The purpose of the article is to analyze the “atomic principle” in music pedagogy as the concept of an “organizing system” of segments in the formation of a musician’s professional and personal competencies. The methodology is based on an interdisciplinary approach that integrates pedagogical concepts, psychological theories (including L. S. Vygotsky’s ideas on the gradual development of functions), as well as data from physiology, psychophysiology, musicology, and the artistic-emotional aspects of learning. The study considers the educational process as a holistic system, in which each element (“atom”) does not exist in isolation but functions in interaction with others, shaping the concept of the atomic principle of the methodology. The scientific novelty lies in clarifying the meaning of this concept: it is interpreted not as the reduction of training to separate elements, but as an integrative mechanism that ensures the interconnection of technical, psycho-physiological, artistic-emotional, and social components of education. This approach makes it possible to interpret the training of a variety musician as a multilevel process of developing performance skills, cultural identity, creative initiative, and the ability to exert cultural influence on the audience. Emphasis is placed on the problems of contemporary music education, particularly contradictions, narrow specialization, and the reduction of creative initiative, which limit the training process to mechanical mastery of technique. The conclusions define the atomic principle as a productive methodological strategy that ensures the systemic and holistic nature of music education. Its application overcomes the crisis of fragmentation and the “end-result syndrome” inherent in many modern methods. Through the synthesis of technique, emotional competence, creative self-expression, and social mission, the personality of the musician is formed, capable of cultural dialogue and of creating a unique artistic image. Thus, the atomic approach opens new perspectives for the development of music pedagogy, oriented not only toward professional training but also toward the formation of a socially significant and creatively active personality.