Video recording as a tool for professional self-analysis of a domra player: A model of the reflective-corrective cycle
DOI:
https://doi.org/10.34142/27091805.2026.7.02.17Keywords:
video recording, professional self-analysis, domra, reflective-corrective cycle, self-regulated learning, music performance training, reflective practiceAbstract
Video recording in independent music performance practice enables delayed observation of one’s own performance but requires a structured transition from recorded evidence to professional self-analysis, corrective action, and evaluation of changes.
Object. The study aims to theoretically substantiate and develop a reflective-corrective cycle for using video recording in the professional self-analysis of a domra player, defining its stages, functions, and main analytical dimensions.
Methods & methodology. The study is theoretical-conceptual and non-experimental. A structured analytical review, conceptual-comparative analysis, and conceptual modelling were used.
Scientific novelty. The functional relationships among self-observation, professional self-analysis, self-assessment, reflection, and self-regulation in music performance practice are clarified. A model combining video recording, professional judgement, corrective action, repeated recording, and direct comparison of performance versions within one cycle is substantiated. The diagnostic function of the initial recording and the comparative function of the repeated recording are distinguished.
Results. Five interrelated stages are identified: targeted video recording; professional self-analysis; corrective decision-making; corrective practice and repeated recording; and comparative reflection. For domra training, the model is specified through four analytical dimensions: performance technique and sound outcome, coordination of performance movements, artistic and interpretative decisions, and overall performance integrity. Comparing auditory and visual information broadens self-analysis but does not by itself establish the causes of performance deficiencies.
Conclusions. Video recording acquires professional and pedagogical value when integrated into a consistent system of self-analysis, correction, and evaluation of changes. The reflective-corrective cycle specifies work with one’s own video recording within self-regulated performance practice and complements external professional assessment and pedagogical feedback.
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