ORATORY AS A PEDAGOGICAL TECHNIQUE OF A FUTURE MUSIC TEACHER

Abstract

The research purpose is to determine the significance of oratory and its necessity in professional activity through analysis of scholarly works that examine oratory as a component of the pedagogical technique of the future music teacher. The scientific significance of the article lies in clarifying the essence and content of oratory in the professional training of music teachers. Accordingly, oratory is considered as an integral component of pedagogical technique within the educational process of higher education institutions. To achieve the research objectives, a set of diagnostic methods was applied, including observation and analysis of the school music education process, questionnaires and interviews with learners, and analysis of learners’ written annotations. The study offers a comprehensive interpretation of the concept of “oratory” and examines learners’ levels of mastery related to the research problem. Diagnostics revealed that the topic had not been sufficiently mastered, which required providing theoretical knowledge based on analysis of relevant scholarly research. On the basis of theoretical materials, practical classes were organized and a pedagogical experiment was conducted. During the experiment, observation, questioning, interviews, annotation writing, and oral analysis were used. Identified shortcomings were addressed through specially designed practical activities aimed at improving learners’ oratory skills. The results demonstrated a significant increase in learners’ literacy and communicative competence, as confirmed by their performance on assigned tasks. Within the framework of this research, future music teachers presented their own results based on methods of using oratory. The practical significance of the research lies in the possibility of applying its results in classes on pedagogical disciplines at higher education institutions, as well as in advancement courses for teachers.