The thesis is a comprehensive study in the field of theory and methods of musical education on the problem of master’s musical art students’ propaedeutic competence formation in the process of preparation for vocal teaching.
The article introduces the notion of propaedeutic competence and characterizes the specificity of its manifestation in the preparation of the future vocal teacher of the pedagogical institution. The structure of the propaedeutic competence of future vocal teachers is substantiated, which consists of personality-motivational, cognitive, vocal-technological, interpretive-performing, analytical-prognostic, reflexive-correcting components. The criteria for their evaluation are defined, namely: need-mobilization, gnostic-professional, phonation-technological, artistic-content, diagnostic-organizational and self-evaluation-creative.
The model and methodology of master’s students’ propaedeutic competence formation is presented, which is based on the principles of competence, synergetic, prognostic and technological scientific approaches; pedagogical principles – dialogically attractive style of communication; dialectical unity of deductive and inductive methods of cognition; systematicity of selection of intonational-technical material and repertoire; providing two vectors of self-analysis and self-improvement – one’s own teaching style and quality of beginners-vocalists’ knowledge; consistency of prognostic and evaluative-corrective functions in the propaedeutic work; preventive testing of innovative methods. The pedagogical conditions of propaedeutic competence formation are defined – stimulation of conscious and responsible attitude to mastering the propaedeutic competence as an important aspect of acquiring professional skill and competitiveness; formation of propaedeutic competence on the basis of interdisciplinary, intersubject and intra-subject coordination of content and teaching methods; providing experience in predicting, planning, diagnosing, self-monitoring, and correction of vocal and pedagogical errors.
The content of molding experiment and stages of its implementation are characterized: motivational-orientation stage with the use of intentionally stimulating methods, molding-propaedeutic stage, at which interdisciplinary coordination and mastering of the algorithms of vocal-performance skills formation were provided, individual structural-logical schemes were developed; prognostic-corrective stage, during which students performed diagnostics and monitoring of vocal-teaching activity, developed their own methods of correction of pedagogical errors, tested them in role-playing games, quasi-professional situations and in the process of pedagogical practice.
