The purpose of the article is to define the essence, structure, and key components of the communicative mastery of the collaborative pianist and vocalist; to substantiate its fundamental role in achieving successful creative interaction in the educational process of higher musical institutions and in professional concert activity; and to outline the pathways and pedagogical conditions for its effective formation. The research methodology is based on a comprehensive approach that combines theoretical analysis of scientific literature in musicology, music pedagogy, psychology of creativity, and interpersonal communication; a systemic method for considering communicative mastery as a holistic structure and analysing the ‘collaborative pianist – vocalist’ interaction as a dynamic system; comparative analysis for contrasting different approaches to understanding the roles of duo members; a hermeneutic method for interpreting the essence of creative interaction; and a generalisation method for systematising conclusions. The empirical basis was formed by studies reflecting pedagogical and performance practice in collaborative piano and vocal art. The scientific novelty of the research lies in the comprehensive substantiation of communicative mastery as a fundamental integrative quality that determines the success of creative interaction between a collaborative pianist and a vocalist through parity dialogue, empathy, and effective use of communicative means, and in defining its key role in achieving a synergistic effect in joint interpretation. Conclusions. The conducted research allows to assert that the communicative mastery of the collaborative pianist and vocalist is a fundamental, integrative basis for their successful creative interaction, which determines the quality of joint interpretation of a vocal work. It has been established that this mastery is a multicomponent phenomenon encompassing profound psychological and interpersonal aspects. Its structure is based on parity dialogue, empathy, and effective use of verbal and non-verbal communication means. It has been confirmed that the complex combination of these competencies leads to a synergistic effect. The practical significance of the results lies in the possibility of their use for improving the higher music education system through the purposeful formation of communicative skills, optimising the rehearsal process, and enhancing the quality of concert activity. Prospects for further research are seen in developing methods for forming communicative mastery, studying its specifics in various contexts, and the impact of digital technologies.
Pirus et al. (Mon,) studied this question.