| Summary: | Today’s socio-cultural situation requires new approaches to education. The aesthetic and semiotic approach promotes the humanization of the modern education and the development of the student’s holistic creative personality by means of classical musical art. From the standpoint of the aesthetic and semiotic approach, music is understood as a complex psychosemantic text. Due to the theoretical analysis of the studies of a secondary language personality and the studies of music and speech psychological kinship, the notion of a secondary musical personality as a kind of a secondary linguistic personality has been elaborated. The author has developed the structure and disclosed a psychological mechanism for developing a secondary musical personality. This psychological mechanism was tested as part of the longitudinal study. The structure of a secondary musical personality is presented as an aggregate of musical and cognitive, motivational, emotional, communicative, pragmatist, and spiritual and moral (axiological) components. The psychological mechanism for developing a secondary musical personality is a system of interrelated conditions and factors. These conditions and factors include: the complexity, polysemy, and semantic versatility of a musical text; musical valence; the psychological mechanism of figurative verbalization, etc. Musical enculturation serves as a universal developing mechanism.
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