The thesis is a comprehensive study of the problem of formation of polyphonic-performing skills of future musical art teachers according to the style approach. It is noted that pedagogical potential of the polyphony phenomenon in professional training of future musical art teachers is conditioned by its interdisciplinarity and is interpreted as an artistic-didactic resource aimed at stimulating polyphony of awareness, perception and reproduction of artistic culture of the world; facilitating formation of ideas about dialogue of cultures (polycultural aspect of polyphony), dialogue of meanings (hermeneutic aspect of polyphony), understanding of the polylogical context of polyphonic works (performing-interpretative aspect), methodological skills for taking into account the thoughts and ideas of students during discussion of the artistic images of the works, that creates a peculiar construction of the “polyphony” of the artistic worldview (“dialogic” strategy of the pedagogical educational process). The pedagogical potential of the polyphony phenomenon in the aspect of interdisciplinarity and in the projection of professional training of future musical art teachers is considered. The essence and structure of polyphonic-performing skills of future musical art teachers, which are used for performing polyphonic works and need qualitatively developed polyphonic hearing, formed musical competence based on knowledge of theory and history of music, special technical-performing skills of playing musical instruments, that can reproduce a polyphonic texture, are revealed. Methodological foundations are substantiated and the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach is developed. It is proved that the style approach is generalized, which provides interrelation with competence and hermeneutic approaches. The criteria and indicators of evaluation of polyphonic-performing skills of future musical art teachers, taking into account the style content line of the polyphonic repertoire, are determined, namely: cognitive-thinking, musical-perceptive, technical-performing, interpretative-communicative criteria, measure of ability for dialogical communication. According to the developed criteria apparatus, three levels of polyphonic-performing skills have been established: high “productive”, medium “conscious”, low “passive”. The effectiveness of the methodology of forming polyphonic-performing skills of future musical art teachers according to the style approach has been experimentally tested. The effectiveness of the phased introduction of the components of the methodology is proved: cognitive-corrective, reflexive-perceptive, performing-productive, communicative-contextual stages.
