Region - Educational Research and Reviews

The masterclass, as a distinctive pedagogical format, holds a pivotal position in the cultivation of music performance talents within higher education. This paper delves into a critical analysis that transcends a superficial description of the model. It systematically examines the multifaceted roles of masterclasses from pedagogical, psychological, and professional socialization perspectives. Concurrently, the study engages in a critical reflection on the inherent limitations of the traditional masterclass paradigm, including its potential lack of continuity, the psychological pressures it imposes, and its frequent disconnection from the standard curriculum. Grounded in this analysis, the paper proposes a series of theoretically-driven optimization pathways. These recommendations aim to transform masterclasses from isolated events into a more integrated, reflective, and student-centered component of the holistic music curriculum, thereby enhancing their efficacy in nurturing sophisticated and resilient artists.