DEVELOPMENT OF SOFT SKILLS IN THE PROCESS OF CHAMBER ENSEMBLE PERFORMANCE

Abstract

The article addresses the relevant issue of developing soft skills in the context of chamber ensemble performance. The aim of the study is to define the educational potential of ensemble music-making for the formation of soft skills and to systematize the key pedagogical conditions that enable their intentional development in art education. The methodology is based on an interdisciplinary analysis of psychological, pedagogical, and musicological sources, with the use of comparative methods, theoretical generalization, and conceptualization of skill development mechanisms within ensemble interaction. Special attention is given to rehearsal dynamics, non-verbal communication, distributed leadership, joint interpretive decision-making, and reflective practices. Scientific novelty. Chamber ensemble performance is interpreted not only as a form of interpretive training but as a model for developing soft skills. The author identifies six core groups of soft skills formed in this context: communication, emotional intelligence, teamwork, adaptability, flexible leadership, and reflectivity. A pedagogical framework is proposed to shift the development of these skills from an implicit process to an intentional educational objective. Conclusions. Chamber ensemble performance is recognized as an effective platform for cultivating soft skills in future musicians. Its structural features stimulate communicative engagement, responsibility, the ability to provide constructive feedback, and adaptation to change. Skill development occurs gradually – from establishing psychological safety to managing interpretive conflicts and achieving coordinated stage performance – fostering participants’ capacity for effective interaction, self-monitoring, and joint decision-making during performance.