Features of the formation of readiness of future teachers of music to lead collective music making of schoolchildren: essence and specificity

Abstract

The article highlights the specifics and essential aspects of the process of forming the readiness of future music teachers to lead collective music making of schoolchildren. Based on the analysis and generalization of the above sources, students' readiness to lead collective music making is defined as an integrative professional and personal quality that reflects the ability, motivational attitude, and practical ability of a future teacher to organize, direct, and creatively coordinate the process of students' joint music making. Readiness combines a complex of knowledge, abilities, skills, professional competencies, emotional and value attitudes, and reflective qualities that ensure effective artistic and pedagogical leadership of a children's musical group. The specifics of forming students' readiness to lead collective music-making among schoolchildren are determined by the nature of art education and the peculiarities of collective music-making as a form of creative activity. The essence of the readiness of future music teachers to lead the collective music-making of schoolchildren lies in the integrative unity of professional knowledge, musical-performing and organizationalcommunicative skills, emotional-value attitude and creative activity, which ensure the teacher's ability to holistically, consciously and effectively organize, direct and develop the process of students' collective musicmaking as a means of their artistic, aesthetic and personal development.