The dissertation is devoted to the urgent problem of formation of future music teachers' improvisational skills in the process of instrumental and performing training. Based on theoretical analysis, the content of the concept of "musical improvisation" is defined. The peculiarities of implementation of musical improvisation during a musician's performance are determined. The study interprets this phenomenon as a music-making by impromptu, directly, which is realized through an active sequence of actions "I hear - I feel - I play". In addition, musical improvisation is characterized as a specific artistic technique of a musician revealed in non-standard creative thinking, relative freedom of interpretation and free performance on the stage. The essence of music future teacher' improvisational skills is revealed. In view of the study of the peculiarities of musical improvisation, these skills are interpreted as personal growth, which determines the musician's ability to make music by impromptu, to transform it artistically into the process of performing and to regulate the process of performing. It is studied that these skills are based on instrumental and performing freedom of playing the piano. The content and componential structure of improvisational skills is divided into three special blocks: operational (skills of audio-motor reproduction), creative (skills of creative reading of musical works), psychological (skills of psycho-emotional self-regulation). Considering the practice of learning the piano and playing the piano, the principles of effective formation of future music teachers' improvisational skills are determined as: harmonic balance between musical abilities and performing freedom, artistic and performing multi-version, modeling of performance and auditory standards. The pedagogical conditions that provide the effectiveness of formation of future music teachers' improvisational skills in the process of instrumental and performing training are proved. These pedagogical conditions include facilitation of development of future music teachers' motivational sphere of; expansion of a range of improvisational techniques in the process of musical training of students; providing educational and cognitive activity for students in the process of their instrumental and performing training. Due to theoretical analysis of the problem of formation of improvisational skills of students of art faculties, the criteria and indicators of the formation of components of the studied phenomenon are established, namely: operational-performance criterion (indicators: sound adequacy of auditory and spatial representations, consistency of auditory and motor reproductions, ability to rapid muscular-motor reproduction of sound images); creative action criterion (indicators: performance ability to variation performance, autonomy of musical performing ideas, ideological coherence and artistic appropriateness of creative and transformative actions); psycho-emotional criterion (indicators: emotional stability and stage endurance (stress resistance), the ability to fast psycho-physiological adaptation of the performance space, the ability to auditory anticipation). Three levels of formation of the researched phenomenon are distinguished as low, medium, high. The gradual methodology of formation of improvisational skills are developed, theoretically proved and experimentally tested, which has been implemented with students of art faculties at individual classes and extracurricular activities.
