PEDAGOGICAL APPOROACHES TO TEACHING POP SINGING IN PRIMARY SCHOOL EDUCATION

Abstract

This article examines effective methods of teaching pop (estrada) singing to primary school students. The study highlights the importance of considering the physiological, psychological, and emotional characteristics of children aged 6–10 in the vocal learning process. Special attention is given to game-based learning, imitation, breathing exercises, song selection, and stage performance elements as key pedagogical tools. The article emphasizes the role of the teacher in creating a supportive and motivating environment that ensures vocal health and encourages creativity. The findings demonstrate that properly organized pop singing instruction at an early age contributes not only to the development of vocal skills and musical abilities but also to the overall personal growth, self-confidence, and emotional expressiveness of young learners.