In the dissertation the problem of formation of vocal and performing skills of students in adolescence art school, which is important for vocal and pedagogical practice both in Ukraine and in China. The concept of "vocal and performing skills," disclosed the contents and structure. The study "vocal and performing skills" are considered as a complex personality formation, formed in learning singing and ensure the success of vocal and performing activities of teenagers. They include the following key components: the ability of singing breathing, diction right, right to use and intone dynamics reveal character, and improvise on stage confidently hold purposeful formation vocal and performing skills based on providing relationship auditory and vocal development, provides specially organized training -vykonavskyy process, the main feature of which is a pedagogical orientation of students and finding correspondence between tone-hearing and singing spheres of activity. The features vocal training students in adolescence. Revealed that adolescence is the most appropriate and amenable to systematic work on the development of singing skills and formation of vocal and performing skills. Scientists note that in this period of a child's voice has its own specific and different from the adult breathing, strength, range, has a clear, silvery timbre and delicate. Child's voice itself is weak, it is amplified and we obtain Coating tone through the resonator. From the standpoint of the current level of development of methods of teaching singing, considered requirements to be followed teachers of singing in the formation of adolescent vocal and performing skills, including: limited use extreme sound range to avoid or rarely use loud singing as possible often and regularly check votes children excluded perevtomlennya and overload children with singing, keep reminding them about respect for their views, and tailored to suit students of vocal learning in adolescence. Grounded methodological approaches (hedonistic, axiological, artistic, mental and integrated); general (activity, humanization, consistency, strength, clarity, validity of, informatsiynosti, nationality) and special principles of formation of vocal and performing skills, which in the course of vocal training are closely interlinked and have significant educational potential. The study revealed pedagogical conditions, compliance with which will ensure the successful formation of vocal and performing skills in art school. These pedagogical conditions and principles form the basis for the experimental model of vocal and performing skills of teenagers in the schools of Arts. In the course of the research revealed internal and external factors that contribute to the success of the formation of teenagers performing skills in the vocal training. The main internal factors include: the health of the child and his state of health; the mood of the student; student attitude to their duties; preparedness of students in vocal activities. The external factors include living conditions and upbringing in the family, the level of professional skill of the teacher of singing, the musical quality of the information perceived teenagers. External factors heavily influence the internal, which often act as consequences. External factors are not automatic, and in conjunction with internal and in unity with the activity of the teenager. Based on the theoretical analysis of the problem of formation of vocal and performing skills of adolescents and experiment results konstatuvalnoho defined criteria (motivational, creative, active, emotional, reflexive-Evaluation) formation and performance skills of students appointed adolescence, to ensure their quality of diagnostics in terms of the learning process. The method of formation of vocal and performing skills of students adolescence in art schools, according to which, the formation of vocal and performing skills performed within three stages: orientational-prescriptive, constructive and deepening, creative and realizing, each of which had its purpose, objectives, means of pedagogical influence. It is proved that a phased strategy to attract students of vocal activity provides tiered process of vocal learning, which is based formuvannyavokalno and performance skills. The effectiveness of the methodology appeared in the levels of positivity dynamic vocal and performing skills of students adolescence.
