Didactic factors and principles for developing performance skills based on metacognitive strategies

Abstract

Developing performance skills in music education requires integrating technical actions with artistic goals, planning performances, and independently evaluating outcomes. This study aims to identify the didactic factors that contribute to the development of performance mastery and explain them within a system of pedagogical principles. A comparative analysis was conducted of approaches to musical interpretation, performance pedagogy, and traditional and contemporary performance schools. A four-criterion matrix was developed, comprising performance planning, monitoring, self-assessment, and performance correction. The matrix was tested within a three-stage pedagogical experiment, and the results were interpreted using statistical methods. The findings indicate that metacognitive control helps integrate technical accuracy with artistic expression, while a performance journal supports the systematic recording and revision of performance decisions. The scientific contribution lies in substantiating these four metacognitive actions as a unified didactic cycle and developing step-by-step methodological recommendations for traditional and contemporary performance schools.