Creative interaction between accompanist and choir conductor in a children’s choir: psychological and musical aspects

Abstract

This article examines the specifics of professional interaction between the accompanist and the choir conductor in a children’s choral ensemble, with particular attention to psychological aspects. The research problem lies in the insufficient scholarly development of the accompanist’s role as an active participant in the pedagogical, psychological, and musical processes within a children’s choir. The aim of the study is to identify key aspects of the creative and emotional involvement of educators working with children’s choirs in shaping both the artistic outcome and the educational atmosphere of the choral ensemble. The methodological basis of the research is a qualitative interpretative approach grounded in case study analysis. Empirical data were collected through observation, semi-structured interviews, and analysis of audio and video recordings of rehearsals and concerts involving both educators and parents. As a result, the study identifies the accompanist’s key functions: rhythmic and intonational support, emotional stabilization, adaptation to performance challenges, and the creation of a trusting and creative environment. The research highlights the accompanist’s importance as a professional educator within the musical-pedagogical process, rather than as a secondary accompanist. The findings may be useful for practicing educators and specialists in music education seeking to enhance the effectiveness of choral work with children.