The component structure of the formation of vocal and performing competenceof future music teachers.

Abstract

The article highlights the actual problem of forming the vocal-performance competence of future music teachers, analyzes the research of domestic scientists on this problem, presents the author's vision of the formation of vocal competence of future music teachers. The key components of the formation of vocal performance competence of future music teachers are identified, which include professional motivation for vocal performance activity, professional orientation in the field of vocal art, which significantly expands the options for professional development according to the research concept - directing students to performance practice in the field of professional self-realization, an additional powerful means of professional self-expression and self-affirmation thanks to a new creative approach in conducting the educational process in the school environment and extracurricular educational institutions. A key component of the formation of vocal performance competence of future music teachers is the awareness of the importance of vocal performance of future music teachers. The structural components of the formation of vocal-performance competence of future music teachers include: motivational-oriented (indicators: the presence of a need for vocal-performance activity; the ability for professional self-realization); knowledge-innovative (indicators of fluency in the professional thesaurus of vocal performance; the ability to effectively apply information technologies); performance-creative (indicators: fluency in the vocal-performance apparatus; the ability to improvisationally reveal the artistic image of a vocal work).