Structure of professional competence of future music art teachers

Abstract

The article is devoted to the analysis of the structure of the leading pedagogical concept “competence” in the musicpedagogical field of education. There are considered formulation and understanding of competence in pedagogical activity from the point of view of modern domestic and foreign researchers. It is established that the structure of musical and pedagogical competence is carried by means of such categories as: socio-pedagogical, methodical, socio-psychological, creative, autopsychological, informative; an integrated ability of the individual to successfully perform performing activities; readiness for creative musical and pedagogical activity; personal quality (characteristic); the existence of relevant competences by a future music teacher (competence); ; a combination of knowledge, skills, norms, emotionally valuable attitude and reflection in music teaching; result-activity characteristic of education; educational results and so on. The article describes the musical and pedagogical competence of future teachers of music art as one that has its structure. It is determined by the specificity of music education, but subject to the general laws of the theory of music and creative activity. The peculiarity of musical and creative activity is that it solves pedagogical tasks by means of musical art. The structure of musical and creative competence combines pedagogical, choirmaster, musicology, music-performing, research work. The work is based on the ability to independently summarize and systematize the acquired knowledge. Essential components of music-pedagogical competence of future music teachers are determined by general and specific knowledge, skills, experience, personal values and The indispensable components of this competence are: knowledge, skills, experience, personal values and cultural-aesthetic attitude to activities in the arts field of education. The article emphasizes that the peculiarity of music-pedagogical activity is the synthesis of pedagogical creativity (conditioned by the constant creative search of the teacher). Also it is emphasized on the artistic and musical creativity that is conditioned by the creative nature of the musical art itself. It is determined that artistic and pedagogical creativity should be considered as the main characteristic of the professional competence of the music art teacher. Its implementation is possible subject to the conditions of the presence of artistic and pedagogical task, reliance on basic laws and basic functions of creativity, artistic and pedagogical improvisation.