SEMANTICS OF THE CONDUCTING GESTURE IN THE CONTEXT OF TECHNIQUE, ARTISTIC REALIZATION AND PROFESSIONAL TRAINING OF STUDENTS

The article is devoted to a comprehensive study of the content-semantic and meaningful features of the conducting gesture as a key resource for the artistic and performing realization of a piece of music. It is noted that the synthesis of the technical and artistic elements in the interpretative concept is characterized by a single creative action and, based on the professional and personal competencies of the conductor, covers all aspects of working on a piece of music, including working on the score, rehearsal, and stage performance. The concept of "conducting gesture" is defined as a "movement-action," a characteristic informational and emotional sign or symbol for conveying emotion or information while performing a piece of music, which provided grounds for considering the specified phenomenon as a multifunctional non-verbal communicative tool that integrates technical, emotional-figurative, and communicative-influential elements. This analysis highlights various aspects of the conducting gesture, including its technical-informational dimension (comprising manual movements and information elements), artistic-performing dimension (where gestures convey coded interpretative meanings), and psychological-communicative dimension (where gestures serve as tools for suggestive influence on performers), along with their informative, artistic, and communicative functions. In the research process, the interdependence of the technical organization of the gesture, its artistic expressive potential and suggestive action has been determined, and the patterns of transformation of technical information into artistic one have been revealed. Attention is focused on enhancing students’ conducting competence within the professional training system. The methodological aspects of developing conducting skills are substantiated, and algorithms for addressing technical challenges and artistic tasks are outlined. This study emphasizes the significance of cultivating the emotional-sensory domain of students as a personal resource for the development of interpretative concepts. It is concluded that flexible, expressive and multivariate gestures facilitate effective communication between a conductor and performers, ensure the implementation of the interpretative idea, and exert the psychological and emotional influence required to achieve performance integrity.