IMPROVING PERFORMANCE COMPETENCE IN FOLK INSTRUMENTS IN CHILDREN'S MUSIC AND ART SCHOOLS

In children’s music and art schools, the folk instruments program not only develops students’ instrumental performance skills but also cultivates national cultural memory, aesthetic taste, stage culture, and socio-communicative competencies. As this type of education is defined within the system of lifelong learning as non-compulsory supplementary education, the mission of these institutions extends beyond merely “teaching how to play an instrument.” Rather, it encompasses the identification of talent, its systematic development, and the creation of conditions conducive to creative growth [1]. This thesis proposes a conceptual model for enhancing performance competence in folk instruments. The model integrates the following interrelated components into a unified system: technical competence, musical literacy, interpretative thinking, ensemble and accompaniment skills, stage-psychological stability, self-regulated practice, digital reflection, and awareness of national traditions and stylistic identity..