FASCINATION AS A PHENOMENON IN PSYCHOLOGY AND MUSIC EDUCATION PEDAGOGY

Abstract

The article analyzes fascination as a phenomenon of musical education, which is an influence aimed at intensifying the perception of music. The article considers the interpretation of musical fascination as a state of being captivated, experiencing intense emotions that awaken subconscious hidden creative forces and focus on the emotional and active sphere, promoting personal growth and selfdiscovery. The purpose of the study is to identify the means of musical fascination that can be used by a music teacher in their practical activities. The article reveals such properties and means of this phenomenon as a vivid musical image, rhythmic patterns, repetitions, the mesmerizing sound of a musical instrument or orchestra, expressive intonation, the melody of vocal and poetic speech, and the enchanting timbre of a spoken or sung voice. Special attention is paid to signals characteristic of musical fascination, which can create the effects of mesmerization, entrapment, and emotional whirlwind, which become emotional and empathic factors of music’s impact. The identified effects allow us to deepen our understanding of the processes that take place in the creative laboratory of the composer and performer, to realize how the author of music and the interpreter captivate the audience, hold their attention, and resonate in the subconscious mind, leaving a lasting impression of the perceived musical intonations, images, and ideas. These insights enable educators to master the art of musical and pedagogical fascination, encouraging them to incorporate fascination into their teaching and learning processes.