Pedagogical conception for the development of multi-instrumentalism in the woodwind instrument profile

Abstract

For the comprehensive development of students of the woodwind instrument profile at the upper secondary level of music, it is necessary artistic and pedagogical training that integrates the learning of multiple musical instruments, multi-instrumentalism, in accordance with their work within the professional field. Shortcomings in its development have been noted, and the full potential of this practice is not fully used. This article aims to propose a pedagogical conception for the development of multi-instrumentalism in the woodwind instrument profile. Theoretical methods such as historical-logical, analytical-synthetic, inductive-deductive, and modeling were employed, as well as empirical methods such as documentary analysis, observation, surveys, interviews, and pedagogical testing, which facilitated an understanding of the current state of development of multi-instrumentalism in the woodwind instrument profile. The main result is a pedagogical conception that highlights principles, distinctive features, and their practical implementation in a pedagogical strategy that supports an integrative relationship with the teaching-learning process at the upper secondary level of music.