Ethno-artistic competence is consideredat the intersection of the content of ethno-cultural competence and a system of artistic competencies.
Based on theoretical analysis, ethno-intellectual competence is specified as an integral personal phenomenon that characterizes the personal development and appropriation a complex of artistic, in particular, folklore traditions of the native ethnic group, and affects the effective-value attitude towards them; manifests itself in the motivation for ethno-artistic knowledge through the acquisition of knowledge about the traditions and skills of their practical mastering; affects the effective-value attitude towards the folklore of the native ethnic group, accompanied by the emotionality of its experience, reflection and self-esteem; it is presented in the desire and ability to reproduce and multiply folk traditions in communication with other members of their ethnic group, as well as respect for the artistic values of other ethnic cultures and tolerance in communicating with their representatives. The leading means of formation of ethno-artistic competence in musical education is musical folklore.
It is proved that the process of formation of the ethno-artistic competence in musical education should include: students’ mastering of musical folklore of their native culture; formation of ideas about the richness of musical folklore of the cultures of the World; mastering the traditions of native and other ethnic groups in the unity of music, dance, theatre, arts and crafts based on musical folklore.
The structure of ethno-artistic competence (emotional-value, ethno-cognitive, activity-practical, reflexive, communicative components having aesthetic content) has beenrevealed.
The age characteristics of students (pupils of 8-11thgrades), which are favourable for formation of ethno-artistic competence, have been described.
The pedagogical potential of music education has been revealedin two initial directions: the potential of music as an art in its influence on the personality and content of studying of students of music, which includes the ethno component, has been defined.
The criteria (axiological, ethno-cognitive and reflexive, activity and creative, communicative and poly-ethnic) and corresponding indicators, as well as the possible levels of formation of the ethno-artistic competence of students have been determined. (the highest (closer to the standard), average (reproductive), initial (indifferent), low (with negative attitudes towards ethnic artistic values).
The complex of pedagogical conditions in in connection of the leading competence (the creation of a specific ethno-artistic environment in educational institution that ensures the unity of the educational elements of the process of formation of the ethno-artistic competence of students in music education) and local competences providing the implementation of the leading competence, has been substantiated
The dominant pedagogical principles that are specific to the context of the research have been emphasized.
The methodology of formation of the ethno-artistic competence of students in musical education, which includes student’s classroom and extracurricular activities, and it should be implemented gradually (conceptual-target, diagnostic, methodically-practical, effective) has been developed. The dominant forms and methods have been determined according to the tasks of each stage. The content of the ethno-component of musical education has been specified in relation to the current study programs of the integrated course “Art”.
