ПРОФЕСІЙНА МАЙСТЕРНІСТЬ МАЙБУТНЬОГО ФАХІВЦЯ МУЗИЧНОГО МИСТЕЦТВА ЯК ФАКТОР РЕАЛІЗАЦІЇ НОВІТНЬОЇ ПАРАДИГМИ ОСВІТИ

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.

The article is devoted to the urgent problem of training future fine arts teachers for the use of graphic design. The goal of the article is to systematize and generalize scientific research on the training of future fine arts teachers for the use of graphic design. It was specified that in modern society the issues of forming the professional qualities of the art teacher, creating the conditions that would ensure their training in the system of higher pedagogical education are becoming particularly acute. After all, nowadays there is a need to develop design skills and mastery in future art teachers who could use graphic design in their professional activity, as well as teach this craft to students so that they can create brochures, magazines, books, advertising products, various packaging, web design etc. It has been proven that the training of such specialists who have the basics of design culture is an urgent problem of modern art pedagogy. It was determined that the formation of design skills in students as an integral component of the professional qualities of a future teacher of fine arts is realized in the process of their activity, during which individual characteristics are manifested, which contribute to the formation of a person’s positive attitude towards their profession and the people with whom they work, as well as the desire for personal growth and professional improvement. In general, the training of future fine arts teachers for the use of graphic design is a long, controlled, responsible process of forming professional competences, the result of which is knowledge and skills that future specialists will use in their further activities; it is the unity of theoretical and practical readiness of future teachers of fine arts to use graphic design in their professional activities. It has been confirmed that proper training of future art teachers with established professional competences will provide opportunities to become competitive in the service market.

The subject of the research is the theoretical and practical questions of the process of teaching of professional foreign communicate of future tourism specialists. The purpose of the research is deals with the modern approaches of teaching of professional foreign communicate as one means of preparation for tourism work; the criteria of the readiness of future tourism specialists and ways to improve of effectiveness of foreign communicate competence in tourism work are determined in it. Research methods. The methods of theoretical generalization and comparison, system analysis are applied in the article. The result of the work. Teaching of professional foreign communicate can be carried out only on the base of already established basic knowledge, it related to the professional spheres of activity of future specialist of tourism industry. Significantly is the professional communication for specialist of tourism sphere, which includes the possession of a specific vocabulary. The communicative orientations of the process of teaching of professional foreign communicate in tourism work is analyzed, which is determined by two main factors: the existence of motivation and the existence of the transfer of speech skills to the sphere of their practical application. The main directions of using of tourism work in teaching of foreign languages, determines their place and importance in the educational process of higher educational. Field of using result. The result of this research obtained a theoretical basis for activation of teaching of professional foreign communicates of future tourism specialists. Conclusions. Teaching of professional foreign communicates of future tourism specialists is an important component of the modern educational process in the establishment of higher educational, before professional communication is base of its professional activity. The presence of cultural knowledge, information about the traditions, customs and norms of behavior of the country will allow future specialists to understand the best interlocutor and choose their own line of conduct in the process of communication. Therefore, knowledge of foreign languages when working with foreign partners requires the ability of special professional communication skills during professional communication.

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті

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 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 considers the problem of training future music art teachers to use ethnic family traditions in overcoming war trauma in school youth. An analysis of modern scientific research in the field of ethnopedagogy, art history and psychology is presented. The content and structure of training a specialist-musician capable of trauma-informed assistance through art to overcome post-traumatic psycho-emotional disorders in schoolchildren are analyzed. The main directions of training future music art teachers for trauma-informedassistance through ethnic-family traditions on pedagogical principles are identified. It is proven that the phenomenon under study works more effectively according to the cross-cutting principle, since it is integrated into the educational process at the content, methodological and practical levels. The possibilities of its effective use in art and pedagogical education are revealed.The possibilities of using components of trauma-informed art in future professional activities by university students are outlined. The importance of creating safe environment for schoolchildren based on trust, mutual understanding, and art-communication interaction through ethnic-family traditions is emphasized.

In the article the phenomenon of pop excitement, its essential and qualitative features of detection in the music art are considered. The author notes that public performance is always accompanied by excitement. In this state the process of music creating happens, during which all musician’s creative abilities are activated, the reserve capabilities of the individual are accumulated to create vivid concepts of musical works and convey them to the audience. Also, in the article the features of professional and psychological preparation of performers for public performances are revealed. The author considers innovative approaches, methods, techniques, exercises, directions that should be used by future music art teachers to overcome the negative effects of pop excitement during performance on stage. To achieve comfortable mental state during the performance, it is proposed to use the following psychotherapeutic directions in the process of preparing students for performance: NLP – neuro-linguistic programming; body-oriented training; vocal therapy. Thus, the use of NLP allows the teacher to penetrate into the inner world of the individual to reveal his/her reserve capabilities, expand worldview, intensify creative and mental processes. In the process of preparing future music art teachers for public performance, the author pays attention to the fact that the method of «anchoring» will help to overcome negative emotional states, and methods of associations, analogies, comparisons, metaphors, symbols will help to activate various mental states, form new creative ideas. In the article body-oriented training that helps to overcome future music art teachers’ muscle cramps, their emancipation through physical, instrumental and vocal exercises is considered. The author proposes to use the method of vocal therapy, role preparation, the method of playing a concert program in front of an imaginary audience and playing music to overcome the pop excitement on stage, which will ensure performance stability and reliability during the presentation of the program to the audience. The author indicates that the technique of «sensory reconstruction» will help to implement of self-regulation of emotional states in the process of preparation for public performance and during it, and to relieve nervous and mental stress and master the optimal concert state, it is recommended to use methods of autogenic and meditative immersion.

The aim of the article is to highlight the key positions of planning the process of methodological training of future musical art teachers, which provides a step-by-step acquaintance with the effective methodological tools for the formation of national culture of schoolchildren by means of folk-song creativity. The study was conducted using the methods of theoretical analysis, induction, modeling of pedagogical situations, generalization of theoretical and methodological recommendations. The research devoted to the formation of methodological and ethnocultural competences of future musical art teachers in the context of practice-oriented activity are analyzed. The algorithm of methodological preparation of students for schoolchildren’s national culture formation is defined. The gradual acquaintance of students with a set of methods aimed at involving schoolchildren in folk-song creativity is substantiated.

The article substantiates the formation of musical and aesthetic culture of future teachers of music by means of the festival movement. The substantiation of the festival-competition «Steps to Mastery» is just being held on the basis of the Centralukrainian State Pedagogical University named after Volodymyr Vynnychenko. Music culture in the context of training future music teachers in higher education is interpreted by us as a complex dynamic phenomenon that integrates knowledge, skills and abilities in major musicological disciplines, experience in various types of music performance, the level of intellectual and creative abilities of future music teachers art, readiness for active musical and creative activity and increase of values of musical art. Aesthetic culture of the future music teacher is defined as a holistic, complex personal education, characterized by globalization of aesthetic worldview, level of aesthetic education and development, refined aesthetic taste, aesthetic perception and response to works of music, as well as the creation of aesthetic values in life and art. Musical and aesthetic culture of the future music teacher is the core of his professional culture, spiritual values and personal intellectual and artistic image. In the process of studying music-theoretical, instrumental and vocal-choral disciplines, future music teachers form an emotional and value attitude to the creative heritage of composers who were able to recreate the style, character and atmosphere of the era, which forms a holistic picture of the world, allows to think and focus those events that affected social change and contributed to progressive neoplasms in society. Participation in the festival movement promotes the creation of relationships between innovation, technology and creativity, the search for innovative and creative ideas. There is a presentation of the professional level of performers and musical groups, creative interaction is formed in the context of a new system of communication and a new model of cultural life. Music festivals have a positive impact on the preservation of cultural heritage, the promotion of national and world values.

The article contains the approaches of modern scholars to the definition of “creativity” and “creative abilities”. The experimental work method is determined and described with the introduction to methods of development of creative abilities. The pedagogical interpretation of the quantitative measurement of the experimental study results for developing the creative abilities of students in the experimental and control groups using the Student's t-test and Fisher's F-test is given. The authors discuss that creativity is developed on the basis of an interdisciplinary approach (integration of music methods and choreographic training), has an effective influence on the quality of the professional training of the future teacher of musical art.

<p>The article deals with the problem of formation and transformation of a professional position of a specialist involving in the processes of professional communication. It is proved that the professional position of the individual is formed on the basis of the general personal position, the determining factor of which can be considered to be how much a person seeks conditions in which his potential can develop most effectively. As professional activity is connected with interaction, the processes of creating, maintaining (maintaining and restoring) contacts, which promote the efficiency of professional activity become important. It is determined that the communicative competences of the future specialist should be regularly updated. Constructive professional position is formed on the basis of realising of the values of activity, performance, respect for others, indifference, pragmatism. It leads to the necessity of developing the skills of future specialists to organize and maintain professional communication. Professional communication acquires features of social orientation, since it allows searching for clients effectively, carry out indirect professional communication in social networks, and to supplement communication communications, using all possible means of verbal communicative influence on the person. The role of reflection of professional activity within the limits of the person’s professional development problem as a person's ability to isolate, analyze, evaluate, learn, understand their capabilities, personal and professional qualities are presented. It is determined that the factors of the professional activity reflection are self-awareness, self-examination, self-esteem and self-knowledge. The characteristic of self-consciousness is given as the ability to evaluate the activities of others through the prism of personal professional criteria; self-knowledge as an understanding of the personality of the contradiction between personal harassment and the assessment of his professional activities and qualities on the part of the professional group; self-examination and self-assessment as regulators of professional growth of a person. It is concluded that the direction of future specialists to social and communicative activity is a factor in the transformation of their professional and personal position.</p>

Problem. The difficult economic situation in Ukraine has become an incentive for the priority development of domestic tourism. Therefore, the training of qualified specialists in the field of tourism, possessing theoretical knowledge, research skills and methods of tourism and local lore work, has acquired great importance.The purpose of the study. The purpose of our article is to show the possibilities of route practices from the point of view of the possibilities of forming research skills of different groups in future tourism specialists and in future teachers of geography, to reveal the differences and commonality in this matter for the two indicated categories.Presentation of the main material. We are convinced that route practice is an important component of the professional training of future specialists in the field of tourism and future teachers of geography. Practices of this kind ensure the consolidation of knowledge, skills and abilities of future professional activity, which students acquire during classroom studies.We consider the concept of "research skills" as a set of intellectual and practical actions that ensure the ability of a person to independently observe, generalize, analyze processes and phenomena of reality, to acquire new knowledge and use it in accordance with the set goal of research or professional activity.We have reduced all the variety of research skills necessary for future specialists to such five groups: operational, organizational, communicative, practical and cartographic.Among the variety of training practices for future specialists, a special place is occupied by a comprehensive practice in socio-economic geography and practice in active tourism. Each of them has the ability to form research skills.Traditionally, each of these practices has a preparatory, route and reporting stage. In addition, it is envisaged to carry out an individual study by each student on the topic of educational practice.The results of our research have confirmed that the route practice has all the possibilities for the formation of research skills of future specialists. However, there are certain differences in the selection of excursion objects and topics of individual assignments for each of these categories of students.

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.

The article analyses the essence, content and specificity of future music teachers’ interpretive skills. The purpose of the article is to substantiate pedagogical conditions favourable for effective development of future music teachers’ interpretive skills in the process of their choral and conductorial training. These methods of theoretical research are used: analysis, generalisation, synthesis, extrapolation, deduction, systematisation. Interpretation is seen as the basis and the necessary condition for understanding a piece of music, the subjective (personal) attitude and creative imagination of a teacher of music being of great importance. The essence of interpretation in the context of the activity of the Musical Arts teacher lies in the interpretation of an artistic text which reflects the content of the author's message in key note symbols. In the activity of the Musical Arts teacher, there are two forms of interpretation: performing and verbal-pedagogical. The interpretation of the choral work is considered in the article as an artistic-performing conception of the conductor which is based on his/her artistic and imaginative ideas, knowledge; it is realised in his/her creative interaction with the choral team. The list of specific interpretive skills to be demonstrated by the future Music teachers in the context of choral and conductorial training has been clarified. A system of interrelated pedagogical conditions has been offered, it includes these constituents: increase of future specialists’ motivation for the choral and conductorial activities through realisation of the axiological potential of choral music; the implementation of the coaching pedagogical technologies into the choral and conductorial training intended for the future Music teachers; a systematic widening of future specialists’ thesaurus of artistic and imaginative ideas. Further research involves the development of a step-by-step methodology for the development of future Music teachers’ interpretative skills in the process of their choral training.