ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА ДО ІНСТРУМЕНТАЛЬНОГО ВИКОНАВСТВА

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 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

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 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 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 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.

In order for a modern music teacher to understand the complexity of a high goal, he or she must be aware of the need to find the most optimal ways to overcome current difficulties and problems. Such a way out may be self-enrichment of knowledge, improvement of pedagogical skills by studying the theory and practice of world music education, modern pedagogical science, advanced pedagogical practice, and the formation of pedagogical mobility. The purpose of the article is to demonstrate the need to develop mobility in the future musician-teacher as an ability to ensure the variability of activities due to the search for the optimal solution to the tasks in the music education of schoolchildren. The solution of such research tasks determines the logic of the presentation of the material studied in the article: analysing the professional training of future music teachers as a factor in the formation of pedagogical mobility; defining the essence and structure of pedagogical mobility of a future music teacher. The research methodology is based on the general scientific methods of analysis and synthesis, induction and deduction, observation and abstraction, which are used to systematise achievements in theory and practice in the humanities and, in particular, in pedagogy. The results of the study showed that pedagogical mobility ensures effective communication and cooperation in the educational environment. It allows a music teacher to establish productive interaction with students, build constructive relationships with parents, colleagues, the administration of the educational institution, as well as with representatives of the wider social environment involved in the implementation of the educational process. This ability helps to harmonise interpersonal relationships, create a positive microclimate in the educational space and increase the effectiveness of pedagogical activities. In general, the pedagogical mobility of a music teacher is a prerequisite for his/her professional realisation, as it is focused on meeting the current demands of modern education, dynamic transformations of society and global trends in the field of artistic pedagogy. Its development contributes to achieving high results in the education and upbringing of the younger generation, shaping students' aesthetic outlook, developing their creative abilities and musical culture. In this context, pedagogical mobility is not only a professional competence, but also an important factor in the personal growth of a teacher, his or her ability to innovate and effectively adapt to the conditions of the modern educational paradigm.

The article considers topical issues of independent work of students of art faculties of pedagogical universities on the subjects of conducting and choral cycle, and outlines the ways to improve professional training of future music teachers for practical activities in educational institutions. The development of higher pedagogical education in Ukraine in the European context requires the increasing of public attention to quality of teachers training. Higher education is gradually but steadily transitioning from the transfer of information to the management of educational and cognitive activities, to making students develop their skills for independent work. The pedagogical scientific literature considers students' independent work as a set of various teaching techniques and actions through which the independent consolidation and deepening of acquired theoretical knowledge, practical skills and abilities, as well as mastering of the new ones, is performed. It is an organic component of all stages of the learning process, as well as an effective means of future music teachers training, and it is extremely important in the process of forming and improving knowledge, developing students thought and personal qualities. The content of student's independent work is determined by the working curriculum of the discipline, methodological recommendations, tasks and instructions of a teacher. In the context of conducting and choral training, independent work is one of the means for students to acquire deep knowledge, skills and abilities in conducting. Independent work has a positive effect on the development of mental, creative, intellectual abilities. Therefore, independent work is greatly important not only for development of personal qualities, but also for introduction of didactic principles of teaching in the practice of conducting training, among which activity and awareness plays a particularly important role. Thanks to independent work, favorable conditions are created for mastering conducting techniques and analytical assimilation of choral score. Independent work opens up great opportunities for successful development of a student's creative personality. Only in vigorous learning activities a future music teacher can learn to use the acquired skills and abilities in independent work.

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 deals with the problems of providing conditions for successful future teacher’s musical performance. They relate with the regulation of factors such as emotional stability, musical expression, volitional activity, performance reliability. This reflects the contradiction between the growing requirements of society for the qualitative professional training of future music teachers and their inadequate level of performing skills. The teacher’s musical performance is related to the following factors: stress of the nervous system, great emotional and intellectual efforts, personal responsibility for the results of the artistic and educational process. In this activity there are constantly non- standard pedagogical situations. First of all, self-regulation as a psychological and pedagogical phenomenon is an integrative individual property. It is a factor in successful professional activity. The author’s executive-regulating system provides management of the process of musical-performing activity, determines its orientation and the goal, provides selection of artisticand technical means and the sequence of their application. This author’s system defines the criterias and evaluates the performance actions from planning to the correction ofthe artistic results. System integration processes are an important factor in developing the optimal conditions teacher’s self-regulation. They take place on the basis of intensification of emotionally-semantic, motivationally-volitional and behavioral-reflexive personality spheres, promote its integral self-consciousness. The first condition: the optimal performance student’s activity (performance tone) based on the harmonious combination of external dynamic behavior and internal musical expression. The second pedagogical condition: interactive contact "performer – listener" on the basis of application of scenic-artistic and art-pedagogical techniques. The third pedagogical condition: the prevention of stress in performance, the inclusion of adaptive-regulatory mechanisms in the emotional-volitional sphere and the use of art-pedagogical orthobiology.

The article reveals the essence, relevance and main contradictions of the process of forming the readiness of future music teachers for professional activity in general secondary education institutions in the conditions of modern society. It is emphasised that the transformational processes in the education system, the introduction of a competencebased approach, the digitalisation of the learning environment and the growing demands on the teacher's personality necessitate a rethinking of the content, forms and methods of professional training of artistic specialists. The main problems that complicate the effective formation of future music teachers' professional readiness for professional activity in educational institutions of Ukraine are identified. These include insufficient integration of digital technologies into the educational process of students, and therefore a low level of digital competence of future teachers; limited interdisciplinary interaction and fragmented interdisciplinary learning; impossibility of integrating ICT into the educational process of students and their integration into music education; insufficient practice-orientedness of the educational process and the educational programme as a whole; low level of students' motivation for professional self-development; limited opportunities for pedagogical practice in schools with modern equipment; incomplete adaptation of the educational environment to the requirements of the New Ukrainian School and the modern digital space; incompatibility of traditional pedagogical methods of teaching with modern educational trends. The main problems that complicate the effective formation of the professional readiness of future music teachers are identified, including insufficient integration of digital technologies, limited interdisciplinary interaction, and weak practiceorientation of the educational process. At the same time, promising areas for improving educational training are outlined, including the use of innovative pedagogical technologies, the creation of a digital educational space, the implementation of interdisciplinary projects, and the development of the motivational and value sphere of the future teacher. The results of the study can be used to update the content of professional training of future music teachers, improve curricula and increase the efficiency of the educational process in artistic higher education institutions.

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 highlights the peculiarities of the development of the artistic and performing technique of future music teachers in the process of piano training. The essence of the concept of "piano technique" has been specified. The core principle of piano teaching has been updated - the principle of the unity of the artistic and technical, on the basis of which the work on musical works should be based. Along with this, piano technique requires appropriate training of the motor and technical apparatus, solid mastery of artistic and technical skills, the formation of which takes place in the process of special long-term work of a student-pianist. The main indicators of the development of the student's piano technique are highlighted: contact with the keyboard, flexibility and plasticity of the technical apparatus, executive freedom, a feeling of muscular ease of performance, economy of calibrated, appropriate movements during the performance process, thanks to which the speed of playing, technical endurance, controllability of the technical process is achieved , automation of piano movements, mastering the sum of artistic and performing means of piano art (intonation, articulation, phrasing, pedalization, dynamics, agogic, etc.), auditory self-control of performance, close connection of the auditory and motor spheres that are subordinate to artistic representations, achievement of the necessary artistic performance result. It is emphasized that in the process of developing the artistic technique of a student-pianist, it is important to take into account the stylistic and genre context of the works, consciously using the means of artistic expression characteristic of a certain genre or style. It should be emphasized that on the material of exercises and sketches, students should acquire both technical and performing skills, as well as artistic and performing skills. Auditory control, active participation of musical hearing is of fundamental importance in the process of development of artistic and performing technique. Reflection is an important component of the professional training of future music teachers. In the context of the development of the artistic performance technique of a student-pianist, it functions as awareness of one's own actions based on self-observation, self-analysis, which are important prerequisites for self-improvement of one's own performance.

DOI:   https://doi.org/10.28925/2518-766X201613539 The article raises questions of interpretation on the methods of the historiographical research in music and pedagogical education to implement them with the aim of organizing and carrying on scientific research in student scientific societies at faculties of art specialization at pedagogical universities.During the development of national music and pedagogical education it is carried out search of research field, methods of generalization of peculiarities and tendencies of establishment and development of certain historical phenomena. This process occurs according to the method of periodization, chronological, analytical, theoretical generalization of elaborated material, historical and logical interpretation of the facts, systematization.Development of conceptual basis of the theory and methodology of music education requires improvement of students’ scientific societies which conduct studies on various areas of educational research. Mastering different approaches to the interpretation of historiography methods enable quality research and methodological training of future music teachers in higher art education. The methods of historiographical studies are presented in accordance with specific research in music and education. Great attention is paid to the research of formation and development of music education in different historical periods when the musical art played the role in the cultural life of the community. Mastering historiography methods makes it possible to study the patterns and trends of mass music education of children and young people forming their musical and aesthetic tastes and preferences, developing their musical creativity. &nbsp

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.