18 © Оксана Васильєва

Volume 6 (1) 2025

Professional Art Education

UDC: 378.22:78.087.68

DOI https://doi.org/10.34142/27091805.2025.6.01.02

THE ACMEOLOGICAL PARADIGM OF THE

PROFESSIONAL DEVELOPMENT OF A CHORAL

CONDUCTOR WITHIN THE SYSTEM OF ARTS

EDUCATION

Candidate of pedagogical sciences, associate

professor of the department of musical art,

H.S. Skovoroda Kharkiv National Pedagogical

University

Kharkiv, Ukraine

еmail: oksana.vasylieva@hnpu.edu.ua

https://orcid.org/0000-0002-8918-4357

The purpose of the article is to determine the specics of implementing the acmeological paradigm

in the professional development of a choral conductor within the system of music and arts education. The

study reveals the acmeological potential of conductor and choral training, outlines the pedagogical conditions

that ensure professional growth, and substantiates the interdisciplinary nature of conductor’s education. The

article provides a comprehensive characterization of the acmeological approach as a methodological basis for

achieving artistic and pedagogical excellence. The main components of choral conductor’s professional mastery

are identied as technical precision, emotional expressiveness, and interpretive depth. The study highlights the

importance of developing pedagogical intuition, cultural competence, and professional tact, which dene the

quality of the conductor’s interaction with student choirs and educational collectives. Particular attention is

given to the formation of a holistic artistic personality, capable of cultural and educational leadership and

scientic initiative. It is argued that the integration of musicology, pedagogy, psychology, and cultural studies

ensures effective preparation of conductors for creative, instructional, and community-oriented activity. The

research results justify the need to align the content of conductor-choral disciplines with the acmeological

principles of lifelong professional and personal development.

Keywords: acmeological approach, professional development, choral conductor, arts education,

pedagogical competence.

Problem statement and its connection

with important scientic or practical tasks.

In contemporary conditions of the integration

of Ukrainian art education into the European

and global educational and cultural space, the

issue of professional development of specialists,

particularly choral conductors, who are capable not

only of a high level of artistic and creative activity

but also of pedagogical inuence, leadership, and

the preservation and transmission of national

and professional traditions, gains particular

relevance. A modern conductor-choirmaster must

demonstrate a high level of personal maturity,

artistic leadership, reectivity, and creativity –

characteristics that are key within the framework

of the acmeological approach.

There is a need for a systemic re-evaluation

of the training of a choral conductor as a

personality capable of self-development, reaching

professional «acme» throughout life, which is

especially important in light of new challenges

of our time. The acmeological paradigm allows

for the integration of pedagogical, psychological,

and artistic dimensions, dening the conditions,

factors, and dynamics of the choirmaster’s

professional mastery growth.

Analysis of basic research and publications.

The state of scientic development concerning the

professional development of a choral conductor

within the acmeological paradigm is dened

by a series of contemporary scientic and

methodological approaches. Collectively, these

approaches form a holistic understanding of the

multifaceted nature of this process.

In light of the chosen research theme,

publications by O. Batovska (2020), N. Bielik (2021),

Y. Bondar (2021), I. Shatova (2021), T. Smyrnova

(2021), and H. Shpak (2021) are particularly

signicant. These works are devoted to studying

professional formation through personality,

focusing on the analysis of individual growth

trajectories of choral conductors, their creative

paths, and pedagogical contributions. Among the

prominent gures explored are Zh. Kosynskyi,

S. Kryzhanivskyi, Yu. Kulyk, H. Lioznov, V. Palkin,

and K. Pigrov. Furthermore, I. Shatova (2021),

Y. Bondar (2021), and H. Shpak (2021) examine

pedagogical continuity, specically the traditions

of choral schools that ensure the ongoing

acmeological development.

The challenges of developing a choral

conductor from the perspective of the competency-

based approach, emphasizing the formation of

a modern specialist capable of interpersonal

interaction, leadership, and pedagogical inuence,

are reected in the works of Ya. Kyrylenko (2021),

N. Mykhailova (2024), and L. Shumska (2020).

Methodological foundations and educational

approaches, encompassing the development of

methods and technologies for conductor training,

are covered in the works of A. Martyniuk (2020), A.

Hryshyna, and L. Shumska (2020). The axiological

vector, which highlights the signicance of

spiritual and ethical values, moral principles, and

worldview culture in a choirmaster’s professional

activity, is revealed in publications by H. Shpak

(2021) and V. Lysenko (2021).

Despite numerous studies dedicated to the

development of conductor-choral education,

questions regarding the acmeological dimension

of a conductor’s professional development in the

context of art education remain insuciently

explored. Specically, aspects such as the

mechanisms for achieving «professional peak»,

the manifestations of leadership qualities in

conducting activities, and the interrelation between

pedagogical reection and performance experience

require further theoretical conceptualization.

The article goals and objectives formulation.

The purpose of the article is to substantiate the

acmeological paradigm as a conceptual basis

for the professional formation and creative self-

realization of a choral conductor within the context

of modern art education.

Presentation of the main material. The

acmeological paradigm is a key approach to

understanding and optimizing an individual’s

professional development, particularly in such a

specic and multifaceted eld as choral conducting.

It focuses on the attainment of acme – the highest

point of professional and personal excellence. In the

monograph «Theory and Practice of Professional

Acmeology», the authors argue that acmeology is

not merely a theoretical concept but an effective

tool for achieving individual and collective peaks

in one’s profession (Voznyuk, Dubaseniuk, 2020).

Elaborating on the essence of the acmeological

approach, researchers O. Ognevyuk and

M. Hladkova emphasize that acmeology enables us

to view professional development as a continuous

process of self-improvement. This path involves

not only the accumulation of knowledge and

experience but also the formation of unique

professional competencies (Ognevyuk, Hladkova,

2019).

For a choral conductor working within

the system of arts education, this means not

only mastering technical skills but also striving

for excellence, creative self-realization, and

pedagogical mastery. From this perspective,

modern arts education-specically in the domain

of choral conducting-possesses, as A. Hryshyna

notes, a necessary source-critical component. This

underscores the need for a deep study of theoretical

foundations and historical experience to ensure

effective professional growth and the development

of distinctive competencies that empower the

conductor to elevate the performance level of the

ensemble (Hryshyna, 2021).

The professional development of a choral

conductor within the acmeological paradigm

is inextricably linked with the formation and

continuous enhancement of their competencies.

Ya. Kyrylenko emphasizes the transformation of a

conductor-choirmaster’s pedagogical competencies

in response to contemporary challenges. This

points to the dynamic nature of the profession

and the necessity of ongoing adaptation to new

demands (Kyrylenko, 2021).

Shumska L. examines the technology of

developing professional competencies in future

choral conductors through a systemic-integrative

Professional Art Education Volume 6 (1) 2025

Scientic Journal

approach. This means that the formation of mastery

occurs not in isolation but comprehensively,

taking into account the interrelation of all aspects

of professional activity. These, according to the

researcher, include: Musical-theoretical (deep

knowledge in the eld of music), Performative

(work with the choir, interpretation, conducting

technique), Pedagogical (teaching, motivation,

organization of the educational process), Creative

(innovative solutions, original ideas, artistic

taste), and Personal (leadership, communication,

emotional intelligence, resilience) (Shumska,

2020).

The acmeological dimension of a

choral conductor’s performing mastery is a

multidimensional process, centered on the

pursuit of acme – the highest level of performing

excellence. This entails not only awless command

of conducting techniques – from delicate baton

work and clear gesture articulation to masterful

choir management in complex metrorhythmic

and tempo structures. A fundamental aspect of the

acmeological approach is the development of the

conductor’s emotional intelligence, which allows

for deep immersion in the score, understanding

the composer’s intent, and authentically conveying

the musical work’s emotional content. This also

includes the ability for insightful interpretation

– not merely reproducing the notes, but creating

a unique, personally colored artistic image that

resonates with listeners.

Achieving acme in performing activity

correlates with principles like continuous self-

development, which involves ongoing study of new

choral literature, analysis of various performing

traditions, and expanding one’s own interpretive

capabilities. This is supported by research into

conducting and choral schools, particularly the

phenomenon of Yu. Kulyk (Smyrnova, 2021), and

the study of the historical and stylistic foundations

of the Odesa choral tradition (Shatova, 2021),

where the continuity of spiritual, ethical, and

performance traditions, as seen with K. Pigrov and

S. Kryzhanivskyi, played a signicant role (Shpak,

2021). Purposefulness in achieving mastery is

manifested in methodical work on rening the

conducting apparatus, the vocal-choral apparatus

of the choir, and the acoustic characteristics of the

ensemble, as discussed in works dedicated to the

methodology of P. Muravskyi’s work (Lysenko,

2021). The conductor’s creative initiative is realized

through seeking new interpretive solutions,

unconventional programs, and non-standard

approaches to the rehearsal process. This initiative

is inextricably linked with leadership qualities,

which are a key component of a conductor-

choirmaster’s professional activity (Mykhailova,

2024). The study of the path to professional heights

of masters like V. Palkin (Bielik, 2021), as well as the

analysis of professional choral performance and

education in Ukraine (Bondar, 2021), conrm that

acmeological self-realization in performance is a

permanent process of self-improvement, leading

to the achievement of the highest standards of

choral art.

In the eld of a choral conductor’s pedagogical

activity, the acmeological paradigm focuses on the

formation of pedagogical mastery as the ability

to effectively transmit knowledge and skills,

inspire students toward professional growth,

and develop their creative potential. Among

the key acme-characteristics of the conductor-

pedagogue is pedagogical intuition, which

allows for the quick and accurate assessment of

students’ psychological states, individual traits,

and the most effective methods of inuence.

This intuition is harmoniously complemented by

cultural competence, which ensures a profound

understanding of choral music within the context

of world culture and the ability to convey it

meaningfully. Equally important is pedagogical

tact, which facilitates the establishment of trusting

relationships with students and ensures effective

interaction during the learning process.

Strategies of the acmeological approach

in training future choral conductors involve

encouraging their independence in learning

and fostering creative initiative in conducting,

arranging, and composition. It also includes the

development of a stable internal motivation for

professional improvement. Such approaches are

reected in the pedagogical principles of prominent

conductors. In particular, the experience of

V. Palkin (Batovska, 2020) is valuable for the

formation of future professionals, demonstrating

the practical application of acmeological

principles. The importance of a systemic approach

to the cultivation of mastery is also thoroughly

emphasized in the research by A. Martyniuk on the

choral-conducting pedagogy of S. Prokopov, which

Volume 6 (1) 2025

Professional Art Education

developed within the artistic and educational space

of the Kharkiv region (Martyniuk, 2020). A vivid

example of the holistic formation of a conductor’s

personality is presented in the artistic and

educational legacy of Anatolii Avdiievskyi (Artistic

and Educational Horizons of Anatolii Avdiievskyi’s

Work, 2017), who, in his aesthetic-pedagogical

principles, advocated for harmony with the times.

His approach emphasized teaching musical art

as the foundation of personal development and

reected the pedagogical orientation of his public

activity.

Contemporary pedagogy also actively

integrates historical and stylistic foundations,

including the in-depth study of the Odesa choral

tradition (Shatova, 2021), which enables the

effective synthesis of past experience with modern

methodologies. Thus, a conductor’s pedagogical

acme is revealed in their ability to cultivate not only

skilled performers but also creatively thinking,

initiative-driven, and independent musicians, who

possess the potential for continuous professional

development and self-realization in the dynamic

world of choral art.

The professional self-realization of a choral

conductor as an educator occurs through active

cultural and educational engagement aimed at

promoting choral culture, shaping aesthetic tastes,

and raising the general level of musical literacy

among a broad audience. The acmeological

approach in this eld involves effective interaction

with various social groups and the use of diverse

formats of music education: from concert-lectures

and interactive masterclasses to the development of

comprehensive educational programs for different

age groups. The formation of aesthetic taste and

intellectual culture through music education

requires the conductor-educator not only to

possess deep knowledge, high performance skills,

and teaching methodology, but also to demonstrate

strong communication abilities, empathy, and

the capacity to inspire listeners, awakening their

interest in choral art.

Acme in this role lies in the ability to

signicantly inuence the cultural development

of society, attract new audiences to choral art,

and build an educated, engaged, and active choral

community. It is important to note that educational

activity is rooted in rich experience and traditions,

as conrmed by numerous studies.

In this context, V. Lysenko analyzes the unique

choral methodology of Pavlo Muravskyi, which

serves as a vivid example of the acmeological

approach to the development of a conductor’s

professional mastery (Lysenko, 2021). His in-depth

methodological work, aimed at nurturing conscious

and highly qualied performers, simultaneously

served as a tool of enlightenment, since it was

through high-quality and inspired performance

that choral music became accessible and appealing

to the general public.

The educational mission of the conductor is

also reected in the work of A. Avdiievskyi, whose

legacy establishes the axiological foundation of

conductor training. His approach went beyond

professional instruction to include a deep

conviction that music education is fundamental

to personal development. Avdiievskyi viewed

choral art as a powerful tool for shaping not

only qualied musicians but also harmoniously

developed, spiritually enriched members of

society. His educational mission was to convey

the beauty and depth of choral music to the wider

public, broadening their horizons and cultivating

aesthetic taste through active pedagogical and

civic engagement.

The foundation of the conductor’s educational

mission – aimed at spreading choral culture and

shaping the audience’s aesthetic taste – is built

upon decades of historical experience and well-

established traditions. The research of I. Shatova

on the Odesa choral tradition, particularly the work

of H. Lioznov, highlights the key role of regional

schools in developing educational approaches

that nurtured not only musicians but also

engaged audiences in the arts (Shatova, 2021). The

analysis by Ye. Bondar of choral performance and

education in early 20th-century Ukraine, including

the activities of Zh. Kosynskyi, underscores the

extensive educational work that connected the

conductor’s mastery with his role as a cultural

leader (Bondar, 2021). Furthermore, H. Shpak

explores the continuity of the spiritual-ethical

and performance traditions of the Odesa choral

school through the examples of K. Pihrov and

S. Kryzhanivskyi, illustrating how the value-based

core of the art was transmitted and became the

foundation for educational efforts. These studies

arm the deep roots and diversity of educational

initiatives, which constitute the basis for achieving

Professional Art Education Volume 6 (1) 2025

Scientic Journal

acme in this signicant eld (Shpak, 2021).

Conclusions. Thus, the acmeological paradigm

serves as a theoretical and methodological

foundation for the holistic comprehension and

effective support of the professional development

of a choral conductor within the context of

contemporary arts education. It is oriented

toward achieving both professional and personal

excellence (acme), which implies a harmonious

integration of technical, pedagogical, creative,

emotional, and personal mastery. Based on the

analysis of current research, it can be stated that

the professional growth of a conductor-educator

is a continuous process of self-improvement

that encompasses not only the acquisition of

professional knowledge and skills but also the

development of pedagogical intuition, cultural

competence, creative initiative, and leadership

qualities. Therefore, the acmeological approach

to the training of future choral conductors aims at

shaping a multidimensional professional identity,

enabling the specialist to act not only as a performer

or educator but also as a cultural leader capable of

inuencing the aesthetic development of society

and preserving and enhancing the traditions of

choral art.

Prospects for Further Research. The further

exploration of the acmeological paradigm in

the context of the professional development of

choral conductors holds considerable potential.

It is important to deepen the study of individual

trajectories toward achieving acme, taking into

account psychological and sociocultural factors.

A pressing task is the development of

diagnostic tools for assessing the level of

acmeological maturity of conductors at various

stages of their careers. Equally promising is

research into the impact of digital technologies

and new media on teaching methodologies and the

conductor’s educational outreach. There is also a

need to expand interdisciplinary connections by

integrating acmeology with cognitive psychology,

neuro-pedagogy, and art studies.

The investigation of acmeological aspects

of leadership in the art of conducting and their

inuence on the formation of choral ensembles

is likewise a priority direction. Finally, the

systematization and generalization of best

international practices of the acmeological

approach in conducting education will open

new horizons for improving the system of arts

education in Ukraine.

Volume 6 (1) 2025

Professional Art Education

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Interservis [in Ukrainian]

Smyrnova, T. A. (2021). Kulyk Yuriy Ivanovych as a phenomenon of the Kharkiv conducting and

choral school. Diryhentsʹko-khorova osvita: sintez teoriyi ta praktyky: materialy V vseukrayinsʹkoyi

naukovo-praktychnoyi konferentsiyi [Conducting and Choral Education: Synthesis of Theory and

Practice: Materials of the V All-Ukrainian Scientic and Practical Conference] (pp. 14–16). https://repo.

num.kharkiv.ua/handle/num/903 [in Ukrainian]

Shatova, I. O. (2021). Istorychni ta stylovi osnovy Odesʹkoyi khorovoyi tradytsiyi: monohraya

[Historical and Stylistic Foundations of the Odesa Choral Tradition: Monograph]. Astroprint

[in Ukrainian]

Shpak, H. S. (2021). K. Pihrov and S. Kryzhanivskyi: On the question of the continuity of spiritual,

ethical, and performing traditions of the Odesa choral school. Odesʹka khorova shkola: metodychni

zasady, tvorchi portrety, nevypadkovi dialohy [Odesa Choral School: Methodological Foundations,

Creative Portraits, Accidental Dialogues] (pp. 371–376). Astroprint [in Ukrainian]

Shumska, L. Yu. (2020). Technology of developing professional competencies of future

choir conductors: A systematic-integrative approach. https://doi.org/10.24195/2617-6688-2020-4-3

[in Ukrainian]

Volume 6 (1) 2025

Professional Art Education

Надійшла до редакції / Received: 10.04.2025

Рекомендовано до друку / Accepted: 23.06.2025

Professional Art Education Volume 6 (1) 2025

Scientic Journal

АКМЕОЛОГІЧНА ПАРАДИГМА ПРОФЕСІЙНОГО

РОЗВИТКУ ХОРОВОГО ДИРИГЕНТА В СИСТЕМІ

МИСТЕЦЬКОЇ ОСВІТИ

кандидат педагогічних наук, доцент

кафедри музичного мистецтва, ХНПУ

імені Г.С.Сковороди

Харків, Україна

еmail: oksana.vasylieva@hnpu.edu.ua

https://orcid.org/0000-0002-8918-4357

Мета статті полягає в обґрунтуванні акмеологічної парадигми як концептуальної основи

професійного становлення та творчої самореалізації хорового диригента в умовах сучасної мис-

тецької освіти. Основна увага зосереджена на виявленні потенціалу акмеології як інтегративної

галузі знань, що спрямована на дослідження механізмів досягнення вершин професійної май-

стерності, особистісної зрілості та педагогічної інтуїції майбутніх хормейстерів.

Методологія. Методологічну основу дослідження становлять системно-діяльнісний, ак-

сіологічний, акмеологічний, культурологічний та когнітивний підходи. Використано загально-

наукові методи: аналіз, синтез, класифікацію, узагальнення, а також прогностичні та емпіричні

методи, зокрема спостереження за професійною діяльністю диригентів, аналіз навчальних про-

грам і репертуарів.

Наукова новизна. У дослідженні конкретизовано характеристику акмеологічного підхо-

ду як концептуальної основи професійного становлення хорового диригента, що охоплює інте-

грацію особистісного, діяльнісного та культурного вимірів фахової підготовки. На відміну від

традиційних психологічних або педагогічних моделей, акмеологічний підхід розглядається як

система, зорієнтована на досягнення індивідом вищого рівня професійної самореалізації, що

ґрунтується на поєднанні внутрішньої мотивації, художнього мислення, педагогічного чуття та

морально-етичних переконань.

Результати. Виокремлено акмеологічні характеристики виконавської майстерності: тех-

нічна досконалість, емоційна виразність, інтерпретаційна глибина. Розкрито акмеологічний

зміст педагогічної інтуїції, культурної компетентності та професійної складової.

Обґрунтовано значення міждисциплінарного підходу (поєднання музикознавства, психо-

логії, педагогіки, акмеології, культурології) як чинника формування цілісної особистості хор-

мейстера, здатної не лише до високого рівня виконавської діяльності, але й до науково-дослід-

ницької роботи, мистецького продюсування, культурно-просвітницької ініціативи в різних

соціокультурних середовищах.

Висновки. У ході дослідження доведено, що акмеологічна стратегія професійної підготов-

ки диригента дозволяє сформувати рефлексивну, творчу, соціально відповідальну особистість,

здатну до педагогічного лідерства й самовдосконалення. Акмеологічна парадигма відкриває

нові можливості для гармонізації освітнього процесу в мистецькій вищій школі, сприяючи фор-

муванню високопрофесійних хормейстерів нового покоління.

Ключові слова: акмеологічний підхід, професійний розвиток, хоровий диригент, мис-

тецька освіта, педагогічна компетентність.

DOI https://doi.org/10.34142/27091805.2025.6.01.02