A problem of the readiness formation of a future teacher of musical art for the organizational and creative activity in a student instrumental group is covered in the thesis research. The term «readiness of a future teacher of musical art» is defined on the basis of anthropological, culturological, axiological and individual creative approaches, its structure consisting of three components: motivational and emotional, cognitive and informative, performing and pedagogical is specified. The essence of the readiness of a future teacher of musical art for leading a student instrumental group that reflects the quality of the specialist’s training at an art establishment and defines the suitability of a graduate for the requirements of his or her future professional activity is studied.
It is underlined that the formation of the professional readiness of a musical art teacher on the basis of interdisciplinary relationships becomes one of priority areas at higher art educational establishments and has to be focused initially on the individual student’s development, the revealing of his or her musical skills and the creative potential realization in the whole. It is one more confirmation that the methodological and theoretical basis of the content of a teacher of music professional training is determined by the integration of the humanities, psychological, pedagogical and specialty disciplines.
It is stated that one need to regard the phenomenon of the readiness of a future teacher of music for the work with an instrumental group in the dialectical unity of displays of active and personal as the specific knowledge acquisition happens daily. In other words, the attainments of personal qualities improvement become of a proper level thanks to the constant activity of a student (a subject of influence) as well as a group of teachers who make such influence or certain interaction with them.
The criteria for the readiness formation of a teacher of musical art for leading a school instrumental group are studied and substantiated. They are the following: motivational and values-oriented, cognitive and informative, activity-oriented and creative criteria that are formed on four levels – advanced, sufficient, intermediate and low. Questionnaires, interview, pedagogical survey, the analysis of the activity results of future teachers of musical art, pedagogical generalization, mathematical data computation were used within the framework of the summative assessment.
The methodological support of the formation of a future teacher of music for the leading of a student instrumental group that includes principles, pedagogical conditions, forms and methods was substantiated on the basis of the theoretical generalization.
The realization of the produced courseware and methodological support for future teachers of musical art promoted the enhancement of the level of their professional knowledge, skills and personal qualities, cultural advancement and spiritual growth. The programs for educational courses and specialty courses “The methodology of work with a school instrumental group” are theoretically developed and implemented by the dissertator, being provided with training aids they have developed the students’ professional skills, broadened their thesaurus, formed the idea about school musical creativity and actuated to improve communicative knowledge. The results of the formative assessment have shown that the suggested methodology of the readiness formation is humanistic-oriented and efficient, promotes the enhancement of the quality of musical and pedagogical training of students.
It is proved that the methodology of the readiness formation of future teachers of musical art has to be based on the integration and individualization; they provide an efficient combination of the disciplines of different training divisions (culture, psychological and pedagogical, specialty, musical and theoretical), promote the development of students’ creative thinking, profoundness of their knowledge, the development of a system of a personality’s humane values and also they form their professional self-awareness that finds its reflection in the professional motivation development, reflectivity development as a system-forming professional quality of a teacher.
In the course of the research it was founded that most properties of the suggested methodology come from such sources as the updated training content for students of musical and pedagogical speciality, efficient boosting of the students’ professional motivation and the offsetting the particular characteristics of the future professional activity in the educational process.
