The dissertation research is devoted to the actual problem of formation of vocal-performing experience on a consolidation
basis, which reflects the procedural and effective aspects of professional training and the degree of readiness of the student for
effective future professional activity. The main scientific positions on the understanding and interpretation of the concept of
"experience" have been generalized, which allowed to single out the interpretation of this phenomenon, which acquires a logical,
thought-consistent interpretation, and not only intuitively exploratory. From the standpoint of the study, the vocal-performing
experience of the future specialist in the art of music - is mastered by the individual ways of reproducing musical images to
convey them to the audience, accumulating musical impressions and experiences, as well as musicological, interpretive and
methodological competencies acquired in the vocal artistic activity. The structure of the vocal-performing experience of a
future music teacher includes the following criteria: motivational-adaptive, emotional-regulatory, creative-productive,
evaluative-reflexive. According to the results of the experimental test, the effectiveness of the proposed method of forming the
performing experience of future music teachers in the process of vocal training on a consolidation basis is proved. The leading
principles of formation of vocal-performing experience of future teachers of music art are defined: the principle of reliance on
the national educational and professional heritage; the principle of historicism in the study of artistic and aesthetic phenomena;
the principle of systematicity and sequence of managerial influences; the principle of interest and emotional enthusiasm for
performance; the principle of intensification of creative and executive activity; the principle of projectivity; the principle of
respect for the author's concept. It is proved that these principles should be applied not in isolation, but on the basis of the
consolidation approach. The developed professional and pedagogical model of formation of vocal-performing experience of
future teachers of musical art - from goal setting to selection of approaches, principles, methods and means makes a full
technological cycle. The levels of formation of vocal-performing experience of future music teachers in the unity of structural
components of this phenomenon are revealed. According to the criterion characteristics of the formation of vocal-performing
experience, three levels of its functioning are distinguished, namely: higher (professionally-mature), sufficient (performingstable),
satisfactory (unstable-expressive), low (unimaginably-fragmentary). Comparison of diagnostic data obtained in the
ascertaining and final sections, as well as identifying the dynamics of changes that occurred in students of the experimental and control groups, concluded that the effectiveness of the proposed method of forming vocal performance experience of future
music teachers on a consolidation basis.
