The problem of quasi-professional experience formation of the future music art teachers in the institution of higher education has been researched in the article. The scientific analysis of the concept of «experience» in different fields of knowledge has been presented.
The content and structural characteristics of the quasi-professional experience of the future music art teacher which are presented by the integral unity of the value and motivational (considered as the complex of the personal landmarks, motives, values that determine the professional and pedagogical orientation of the future musical art teacher; characterised by high significance of the methodical activity, by the awarness of its necessity, need in the professional self-realisation and positive attitude to the future profession), activity and creative (directs the orientation of future specialists on the acquisition of knowledge, practical experience of musical and creative, professional and pedagogical activities, and skills of the own professional development and creative self-realisation), emotional and interpretive (contributes the formation of profesionally nesessary skills and personal qualities in the future music art teachers that determine emotional and personal style, musical inerpretation, artistry, image of the future misic art teacher that significantly affects their further professional activity) and professionally reflexive (provides the influence on motivational and value, intellectual and activity spheres, improvement of the professional skills and enrichment of the professional «I» of the future music art teachers) components has been disclosed.
Criteria and indicators of the quasi-professional experience formation of the future music art teachers have been worked out and determined: axiological-regulatory criterion (presence of interest in cognition of musical and pedagogical activity; the nature of the attitude to the musical and pedagogical activity); operationally effective (activity of inclusion in quasi-professional activity; involoment in different forms of educational and creative, musical and performing activity; ability to pedagogical and creative improvisation); artistic and emotional (formation of artistic and figurative thinking, expressivness of interpretive skills (pedagogical, musical and performing, artistic, etc.) ability to apply knowledge creatively in the process of pedagogical situations modeling; measure of empathy and formation of emotional thesaurus) and criterion of professional and creative arranging (ability to self-esteem in professional activity; need in self-improvement, ability to self-knowledge).
Pedagogical conditions of the quasi-professional experience formation of the future music art teachers in the institution of higher education have been theoretically substantiated and experimentally tested. These conditions include: providing students' motivation to the professional solution of the pedagogical tasks by immersion of future MAT in innovative and creative quasi-professional educational environment; usage of traditional and innovative methods of the organisation of students' educational activity in the process of studying such disciplines as «Pedagogy», «Music and theoretical training: basics of music theory, solfeggio», «Musical training» and author's special course «The foundations of future musical art teacher professional activity» to enrich professional knowledge of future MAT; application of the method of situational modeling to extand future MAT professional skills.
With the aim to realise a complex of pedagogical conditions structural and functional model of quasi-professional experience formation of the future MAT in the institution of higher education was designed, which consits of the main interconnected blocks that provide its functioning: target, theoretical and methodological, content-technological, analytical, effective.
The methodology of realization of pedagogical conditions of the quasi-professional experience formation of the future music art teachers in the HEI, which provides the following stages has been developed: orientation-motivating, technological modeling, artistic-synthesizing and reflexive-transforming.
The practical meaning of the results obtained is to develop innovative methods of the quasi-professional experience formation of the future music art teachers in the higher educational institutions; update and adjust the content of the courses «Pedagogy», «Music and theoretical training: basics of music theory, solfeggio», «Musical training» using author's didactic materials to provide quasi-professional innovative and creative atmosphere of enrichment of professional knowledge, skills, abilities of the future music art teachers; develop and use author's methodical recommendations for the usage of the method of situational modeling in the process of studying the discipline «Pedagogy».
