САМОСТІЙНА РОБОТА МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА НА ПРЕДМЕТАХ ДИРИГЕНТСЬКО-ХОРОВОГО ЦИКЛУ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

The article focuses on the problem of the future music teacher’s comprehensive personal development, which is the basis of their professional competence, pedagogical skill and spiritual culture, relevant to modern education. The purpose of the study is a retrospective and comparative analysis of the problem of comprehensive personal development of the future music art teacher of a new generation, based on the historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries), as they laid the groundwork for the formation and development of general and professional art education; to illustrate the practical implementation of the historical and pedagogical experience of art education organization in the collegiums of Left-bank Ukraine (18th-the early 19th centuries) on the comprehensive development of the future music teacher personality in higher educational institutions. Methods. The research methods used by the author were analysis, synthesis, systematisation, comparison and generalisation. Results. Modernization of art education in Ukraine aims to improve the spiritual and creative development of personality, humanization and humanitarization of educational process in educational institutions of different types. Consequently, this requires searching for optimal approaches to the organization of art education in higher educational establishments, which would focus on the comprehensive development and professional training of future music teachers as carriers and transmitters of national culture. Conclusions. The author has noted that the analysis and creative insight into the historical and pedagogical experience of art education organization in the collegiums of the Left Bank Ukraine (18th-the early 19th centuries) determines the possibility of its use in modern higher educational institutions for comprehensive individual development of future music art teachers, which is the basis of their professional competence, teaching skills and spiritual culture. The author has presented the transformation of progressive ideas of historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries). Moreover, the author has defined the forms of organizing educational and extracurricular cultural and artistic activities of future music teachers at higher pedagogical educational institutions, namely: 1) individual classes in «Additional musical instrument», «Voice production», «Choir conducting», «Main musical instrument» and group (practical) classes in artistic disciplines, which are the part of the educational program «Secondary education (Musical art)» on the training of future music teachers; 2) staging and theatricalization, which is implemented in the course of the educational discipline «Staging a children's musical performance» and organizing creative student theater groups to perform theatrical actions: 3) vocal and choral groups in an educational institution: 4) extracurricular cultural and artistic activities.

The article is devoted to the issue of the implementation of artistic and pedagogical interpretation technologies in the content of professional training of future music teachers in the study of artistic innovations in educational institutions. The purpose of the article is to consider the advantages of introducing pedagogical, artistic and pedagogical interpretation technologies into the content of professional training of future musical art teachers and to present examples of their use in the educational process of those obtaining a master's degree in the specialty «Secondary education (Musical art)». In the process of experimental work, the following research methods were used: theoretical: analysis, synthesis, comparison, systematization; empirical: observations, surveys, presentation of an artistic and pedagogical interpretation of a musical work. The results. The following methods are considered by the author to be the leading methods of interpretive music-pedagogical technologies: artistic-pedagogical analysis of a work, artistic-pedagogical narrative, pedagogical interpretive cognition, perceptive immersion into the meaningful sphere of a musical work, individual critical understanding of interpretive versions of works, artistic-interpretive activity, presentation of a psychological portrait of the composer, comprehension and modeling the musical meaning of the work. In the author’s opinion the above methods reflect the general process of interpretation activity and are related to the phenomenon of musical interpretation. To characterize the musical and pedagogical interpretation technologies and their pedagogical tools, the author has given twenty one examples of recommended creative tasks for the training of future music teachers on the practical lesson topic «Methods of training applicants for the artistic and pedagogical interpretation of vocal, choral and instrumental musical works of various genres and eras for teaching musical art in 5th grade of general secondary education establishment». Conclusions. The author has defined that the introduction of artistic and pedagogical interpretation technologies into the content of the professional training of future music teachers in the study of artistic innovations in educational institutions contributes to the development of the students' motivation to master musical and pedagogical innovations, allows to activate the development of aesthetic sense, taste, perceptive abilities, critical thinking, and the formation of the skills of creating one's own artistic and pedagogical interpretations, their substantiation from the point of view of understanding the author's idea, artistic cognitive and communicative activity. Prospects for the development of the raised problem are the study of the interrelationships of artistic-pedagogical interpretive and hermeneutic technologies in the content of professional training of future music teachers.

The article deals with solving one of the topical issues of modern higher education pedagogy related to the formation of professional and pedagogical competence of future music teachers using information and communication technologies. The aim of the article is to study the possibilities of integrating information and communication technologies in the process of forming the professional and pedagogical competence of future music teachers. It was emphasized that the undoubted advantages of using ICT in the professional training of future music teachers are as follows: increasing students’ motivation through engagement with interactive and interesting content; convenience and accessibility of educational materials regardless of the location of students; the ability to individualize the learning process to the specific needs of each student; automation of routine processes (assessment, preparation of tasks), which allows teachers to focus more on pedagogical activities. On the basis of specific examples, the author proves that the possibilities of integrating information and communication technologies into the educational process are carried out in the following three directions: a) direct use of ICT in teaching disciplines of professional training of future music teachers in higher education institutions; b) development of additional modules for some disciplines of professional training of students that would acquaint future music teachers with the possibilities of using ICT in their further professional and pedagogical activities; c) development and implementation of a special course “ICT in the professional and pedagogical activity of a music teacher” in the educational process of higher education institutions, the main purpose of which would be to form the professional and pedagogical competence of future music teachers through the use of ICT tools.

The article provides an overview of the use of specialized Internet resources in music-pedagogical education for the professional training of future music teachers in Ukraine and China. In Ukraine, higher education institutions utilize a wide range of specialized Internet resources, with a preference for non-commercial ones. These resources are effectively integrated into the educational process, used for teaching professional and methodical disciplines, facilitating educational and research work, and encouraging independent creativity among students. Digital and specialized Internet resources are recognized as a key aspect of modernizing the educational process in all higher musical and pedagogical institutions. However, challenges, such as the absence of Ukrainian localization in popular projects and inadequate technical support in educational institutions, complicate the use of these resources. Additionally, using Internet resources with artificial intelligence is in the early testing and active discussion stage in Ukraine. In China, alongside international Internet resources (limited due to national requirements), a wide range of localized or adapted Internet resources is utilized in music-pedagogical education. These specialized Internet resources are primarily used in teaching special educational disciplines of the professional training cycle. The systematic use of artificial intelligence in musical and pedagogical education in China is particularly noteworthy. The technological advantages of using specialized Internet resources in the training of future music teachers have been established, including accessibility and cross-platform compatibility, real-time updates, less need for device resources, deployment speed and scalability, instant access and ease of use, saving memory on the user's device, simplicity in support, and security. These advantages have implications for the methodological features of their use in music and pedagogical education, which require further research

In modern educational realities the relevance of this research is conditioned by objective factors: the increased creativity role and significance in cognition of the world, in concentration of attention to the development of a comprehensively developed personality, realized in a creative environment. Today, the professional training of future music teachers involves the use of various modern pedagogical methods, techniques, as well as technologies, or their elements that contribute to the development of creative potential of students. The aim of the problem under study is to study the content of the modern educational process, in this case music-pedagogical education, aimed at improving the quality of knowledge obtained by students, ensuring their creative, personal development of a competitive specialist - future music teacher. It follows that modern society needs such a creative personality of a music teacher, who is able to plan future actions to achieve goals, who understands the high value of education and training, with developed creative thinking, personal potential and abilities to independent music-cognitive activity

The article discusses the use of suggestive techniques, which by influencing future music arts teachers' conscious and subconscious minds through verbal and nonverbal cues as well as external and internal means of influence, will help them reveal their inner potential, foster their capacity for original thought, and put their skills to use in real-world situations. The author presents his or her own interpretation of the term "suggestive technique in the music-performing training of future music teachers" and outlines numerous realms of the use of suggestive techniques, in particular, in the process of educating future music teachers. The author also provides methodological advancements for conducting creative music-performing activities, including suggestopedic self-training of self-regulation skills and suggestopedic method for developing the skills in artistic interpretation of a musical work, which is presented as a chain of suggestopedic classes, where each stage corresponds to a particular interpretation phase. Additionally, it should be noted that the developed methodological toolkit, which combines a variety of suggestive techniques with a variety of methods, tools, and approaches to art education, as well as the varied ways in which these methods are applied during the course of students' professional training, provides for the effective execution of pedagogical influence on independence and task performance. It's true that the addition of typical suggestopedic class formats (concert sessions, classes involving related arts, class performances, storytelling, and play sessions) to the methodological toolbox gives the interpretive processes additional aesthetic coloring. This, along with the globalization of the learning material, has caused an overall reevaluation of artistic interpretation techniques for musical works.

Education modernization in the process of intensive development of society in the country is aimed at nurturing each person’s inner need to generate and implement innovative ideas. Therefore, one of the main objectives in organizing academic and methodological work of a future music teacher is to develop a highly qualified, competent, competitive specialist, without whom it would be impossible to modernize education in Ukraine. In the current context, the professional competence of a teacher, their ability to learn constantly, their desire for self-improvement and self-actualization come to the fore. A future music teacher must be a person educated in culture, pedagogy, psychology and specific methods. Without this knowledge, a teacher loses their professional qualities, the main ones being the capability to pedagogical creativity, academic, methodological and experimental work, and interest in improving their skills. The use of innovative approaches to the organization of academic and methodological work is an important factor in stepping-up those processes. Currently, there is significant interest in the issue of developing the creative potential of students of various majors, including those related to the training of future music teachers, who will carry out the process of music education for schoolchildren in the future. Artistic innovative activity does not only reflect the specifics of updating the traditional education system through rationalization, introduction of innovative experience, or modernization, but also presents an individual creative style of a future music teacher. An important condition of this process is the optimal combination of external factors and the system of internal personal transformations, which allows students to become subjects of self-development, to achieve a certain level of personal and professional orientation from the moment of awareness of their abilities and opportunities in artistic activities. The need for a creative solution to life’s tasks is endless, it constantly motivates a person to search, and the successful, productive completion of creative searches causes satisfaction and a new wave of the need to test yourself in solving life’s tasks creatively, and to find self-fulfillment.

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results.
 Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

The following paper deals with the independent work of students as an important factor of modern higher education. The author describes specifics and features of students’ independent work accomplishment in the conditions of electronic training, distant education forms expansion and educational process transfer to the Internet. The essence of students’ independent work and influence of educational risks of different nature on it is determined. Taking into account the international standards ISO determining the main task of quality assurance as management of risks arising during its achievement, students’ independent work quality can be provided with pedagogical controls. Search of pedagogical controls quality of students’ independent work was performed in Tolyatti Academy of Management where they have been applying the open information and education environment for more than 10 years. The research results showed that effective management of students’ independent work quality in new conditions of its accomplishment requires implementation of three different types of management - mediated pedagogical, self-government and co-managing, as well as different pedagogical means. The received materials can form a basis for quality improvement of students’ independent work as well as of the higher education in general.

The article explores modern approaches to motivating the educational activities of higher education students, particularly future music teachers. The relevance of the study is determined by the need for further improvement of instrumental and performing training of future music teachers in the context of the challenges of modern society. The constant renewal of educational content, along with the necessity to foster in higher education students a stable motivation for independent learning and an active life position, highlights the importance of rethinking and modernizing approaches to professional training. It analyzes the specifics and conditions for forming positive motivation that promotes the activation of students’ instrumental and performance activities within the educational process. The authors emphasize that in the context of ongoing changes in the Ukrainian system of art education, the issue of student motivation is becoming especially relevant. The study attempts to outline the main stages of developing motivation for musical activity in the process of instrumental and performance training of future educators. The article highlights contemporary approaches to stimulating the academic engagement of higher education students, especially those preparing to become music teachers. It examines the characteristics and factors influencing the development of positive motivation, which contributes to enhancing the effectiveness of students’ instrumental and performance activities within the educational framework. Learning motivation is a significant factor in the pedagogical stimulation of motivational processes. The authors stress that, amid the transformation of the art education system in Ukraine, the issue of student motivation gains particular significance. The study attempts to define the key stages in the development of motivation for musical activity during the instrumental training of future teachers.

The article substantiates the focus of the content of the concertmaster's performing skills on the professional training of future music teachers and teachers of art disciplines. The components of performing skill and professionally important performing qualities of a concertmaster in the process of collective music making are considered. The achievements of the concertmaster's uniqueness are characterized, which are manifested in his ability to accompany performers of various formations, including vocal and instrumental ensembles (violin, brass), choral groups and others. Particular attention is focused on the work of a concertmaster in various vocal and choral disciplines in the context of higher pedagogical education. It was found that the concertmaster's performance skills are an important component of musical education. It is noted that the accompanist's ability to accompany on various musical instruments ensures his professional versatility. Such flair is born from the improvisational abilities of the performer. The analysis of modern studies of music pedagogy indicates a wide range of professional characteristics of a concertmaster: communicativeness, cultural outlook, psychological intuition, partnership creativity, mutual assistance and other personal qualities. It is noted that the performance skill of a concertmaster-pianist is ensured by professional qualities, including musical and theoretical knowledge, development of pedagogical and musical abilities, the formation of skills and abilities in the methodological aspect, performance skill in reproducing a musical work, consistency of performance with other instruments, and others. The role of the psychological aspect of the concertmaster's professional activity is highlighted. It is noted that the psychological component is of great importance for the successful performance of the concertmaster and his cooperation in various forms of interaction with other performers.

The aim of this paper is to formulate ideas about the main ways and means of independent vocal work of the student actor as the fundamental factor of self-improvement.Research methodology. The issue has a complex character and requires the interdisciplinary approach for its solution. The author applies the comparative method, and the methods of the musicological analysis.Results. The vocal component of the professional competence of the future actor in the context of the revival of traditions and innovations in the music and theatrical art is represented as one of the fundamental elements in the process of formation and development of the creative person. From the standpoint of vocal techniques, technical exercises and vocals are represented as a field of development and improvement of basic vocal skills such as vocal training for singing, vocal breathing, sound production, acoustic sound, purity of intonation, emotional and figurative variation of performance, a sense of the rhythm of possession of dynamic nuances, articulation, with sound attack and different sound patterns. The author emphasizes that independent work on technical exercises and vocalize disclosure provides dramatic potential and professional mobility of the actor.Novelty. The author substantiates the representation and methodology of independent vocal work of the student-actor as a self-sufficient component of the professional formation and improvement.The practical significance of the article is determined by the possibility of using its results in practical pedagogical and creative activities.

The article deals with the problem of conductor-choral training of future music teachers as an important component of their professional training in a pedagogical institution of higher education. It is noted that non-verbal communication of the future choirmaster is an important component of conductor training, along with mastering the technique. Performing practice, namely conducting, applies to non-verbal facial expressions and gestures when verbal or any other means of communication is impossible. Thus, as a result of synthesis and natural selection, a system of expressive gestures and movements was formed that make up the expressive-plastic conductor language. The researches’ analysis of the leading teachers-conductors and the relevance of the mentioned topics made it possible to formulate the aim of the article, which is to cover non-verbal communication means of the conductor-choirmaster and methods of their development in working conditions in the class of conducting. It is established that the center of nonverbal behavior consists of different movements: gestures, looks, postures, intonation-rhythmic characteristics of the voice, which are related to the changing mental states of the person and determine the expressive component. Such expressive behavior is the source of certain information for choir performers. Generalizing theoretical principles, the author substantiates methods of non-verbal communication of a student-choirmaster in a conducting class. Groups of exercises aimed at the development of the aforementioned conductor's abilities are presented. The author notes that exercises to develop the fluency of conductor movements’ possessing and the development of pantomimic skills are an effective means of improving the conductivity of future music art teachers. Not only reproductive methods, but also creative tasks presented in the form of role-playing games and small thematic scenes are used to develop pantomimic abilities. They help to release the conductor in the display of emotions and moods and motivate them to create their own original interpretation of the choral work. Keywords: non-verbal abilities, conductor-choral training, manual technique, facial expressions and gestures, student-choirmaster.

Introduction. The main problem of the research on artistic-creative communication as a key component in the formation of professional competencies of future music art teachers is the necessity of a comprehensive approach, finding objective research methods, and taking into account the diversity of this phenomenon. Purpose. The main goal of the research is to clarify the impact of artistic-creative communication on the formation of professional competencies of future music art teachers in order to determine its role and significance in the educational process. Methods: analysis of pedagogical practice and observation of the interaction between future music teachers and their students during creative sessions; surveys and interviews with future music teachers regarding their perception of the role of artistic-creative communication in shaping professional skills; analysis of educational programs and methodological materials aimed at developing artistic-creative communication among future music teachers;utilization of observation methods and analysis of interaction results between teachers and students during music lessons. Results. It has been found that artistic and creative communication plays a crucial role in shaping the professional competencies of future music teachers. In particular, the use of artistic and creative communication methods has been shown to contribute to the development of creativity, emotional expression, creative self-expression, and mutual understanding between the teacher and the student. Additionally, this approach contributes to the creation of a positive psychological climate in the learning environment, increases students’ interest in the learning process, and promotes their creative development. Originality. The scientific novelty lies in the development and utilization of new teaching approaches based on artistic and creative communication as the main factor in shaping the professional competencies of future music teachers. Conclusion: prioritize the development of artistic and creative communication skills in the training and education of future music teachers; implement specific teaching approaches that emphasize the use of artistic and creative communication as a fundamental tool for developing students’ professional competencies; provide opportunities for future music teachers to engage in practical and hands-on experiences that foster artistic and creative communication skills; offer professional development and training opportunities for current music teachers to enhance their abilities in utilizing artistic and creative communication in their teaching practices; encourage further research and collaboration within the field to continue exploring the impact of artistic and creative communication on the development of professional competencies in music education.

Introduction. The introduction dwells upon the issue of organizing students’ independent work related to the study of literary texts within the framework of such disciplines as “History of World Literature”, “Literature of English-Speaking Countries” in the context of changing reader’s behavior. The purpose of the article is to summarize the experience of organizing independent student work at foreign language departments of Buryat State University. Materials and Methods. While studying the proposed issue, the authors used the following methods: analysis of theoretical sources and documents regulating the organization of independent student work, analysis and generalization of pedagogical experience. Study Results. At the present stage of education development, great importance in the process of enhancing professional competencies is attached to the organization of independent student work at foreign language departments at universities, including the course of English-speaking countries’ literature. The authors suggest using project-based learning to study contemporary literature of the English-speaking countries to solve problems related to “digital reading”. At the same time, it is necessary to make a preliminary selection of works that can be offered to students for independent reading in the discipline: these literary works should not contradict Russian spiritual and moral values. The article proposes a set of tasks based on the works of Carol Davis, contemporary American poet, from her collection “Into the Arms of Pushkin: Poems of St. Petersburg” (2007). Creative tasks for independent work are aimed at using animation technologies, computer graphics, artificial intelligence, etc. by the students for the “artistic appropriation” of the classical work when their own creativity and inspiration allow them to immerse themselves in the text and perform creative work (create a new product). Conclusion: When organizing independent work on the study of literary texts of English-speaking countries, it is necessary to take into account the change in reading strategies of the “digital generation” and develop a system of tasks for students to work independently with a literary text based on a combination of reading and creative application of digital competencies.