The urgency of the problem of researching the formation of innovative potential of teacher-musician is determined by the modern requirements of European integration standards for the training of specialists of educational level "Master" in the system of educational institutions of higher art education, the importance of understanding the multifunctional nature of the master, who speaks -Musicians ways of professional realization directly in innovative musical-pedagogical and activities.
The paper summarizes the essence of the innovative potential of the teacher-musician as a complex personal formation, both inherent in the personality of the teacher-musician, and his innovative music-pedagogical activity, which consists in the ability to comprehend the educator-musician acquired knowledge and knowledge. situations of innovative nature, demonstrates the desire of the teacher-musician for the inner conviction to take initiative, non-standard, independent action in solving the tribute to music and pedagogical activity.
In determining the content of the innovative potential of the teacher-musician is his understanding as an internal resource formation, which determines the quantitative and qualitative changes in the personality of the teacher-musician, namely his transition to higher levels of professionalism (the formation of flexible non-stereotypical thinking; the ability to produce standard; -professional tasks, enriching the experience of innovative activity in the field of art education, the formation of personal and professional qualities, value orientations, the ability to interpret, transform and apply effective teaching experience and pedagogical innovations, choose innovative methods and techniques).
Generalization and comparison of scientific researches of the structure of innovative potential of the person, allowed to define own variant of structure of innovative potential of teacher-musician which consists of four component blocks - value-motivational, cognitive, subject-operational and reflexive-regulatory.
Generalization of scientific research on the problem of humanization of art education, has made it possible to establish that the humanistic paradigm is a key aspect of understanding the process of formation of innovative potential of the personality of teacher-musician, since humanization of art education (in particular higher) in the author's understanding of learning institutions of artistic orientation to the formation of personality in the full multifaceted completeness of its intellectual, cultural, psychological, innovative First and social development; formation of global and multifunctional thinking of the specialist with emphasis on the professional, social and innovative potential of his practical activity.
It is found out that the process of forming the innovative potential of music teachers is logical to build on acmeological, axiological, humanistic, human-centered, value-oriented and reflexive-creative approaches that determine pedagogical principles: humanization; motivational support; interactivity of learning; cooperation; designing the educational environment as a holistic socio-cultural structure and a set of pedagogical conditions: 1) formation of a positive motivational-value attitude of the musician-teacher to innovation as a basis for his successful self-realization in the process of future professional activity; 2) creation of artistic and innovative environment of higher education institution of higher education as an "incubator" for realization of structural and content components of innovative potential of teacher-musician; 3) ensuring recognition of the individual value and priority of the music teacher by giving him the opportunity to choose an individual vector in the manifestation of innovative potential in the context of the humanization of art education; 4) mastering the teacher-musician techniques of reflective analysis of his own innovative activity.
The criteria and indicators of their diagnosis are defined: value-motivational, cognitive, subject-operative, reflexive-regulative.
In accordance with the criteria and indicators, the levels of formation of the innovative potential of the teacher-musician were established, namely: low; average; sufficient; high.
Three stages of the process of forming the innovative potential of the teacher-musician are identified: motivational-informational; formation and activity; predictive.
The main forms of training were selected individually and in groups.
Three groups of methods were used in the work: decomposition transformational and convergent.
