Methods of musical psychological and pedagogical correction as a means of ensuring the effectiveness of the violin students training at university

Learning to play the violin is a complex, multifaceted and time-consuming process. Each student-violinist is an established personality with individual character traits, and often psychological deficiencies of varying degrees of complexity. Despite the fact that the Russian education system in the field of art actively uses and simultaneously improves musical art therapy (mainly related to singing activities), there are practically no methods of psychological and pedagogical correction of students’ condition in the process of their learning to play the violin. The preparation of subjects for professional musical and instrumental performance can be successful and effective only when the teacher not only knows and applies the methodology of teaching playing a musical instrument, but also knows the ways effectively to correct individual psychological problems of the student associated with internal tightness and entailing violations of fine motor skills, which makes it difficult to learn to play the violin effectively. The purpose of the present article is to reveal the author’s experience of applying methods of psychological and pedagogical correction in the process of teaching violin students in the first year of a specialized music university.