Zhu Q. Formation of future music teacher’s readiness for teaching schoolchildren solo singing

The study presents a theoretical justification and proposes a new solution to the problem of forming future music teachers’ readiness for teaching schoolchildren solo singing. The problem of the future specialists’ ability to involve schoolchildren in individual extracurricular vocal-performance activities is actualized. It is aimed at developing their musical tastes and preferences, forming skills of perception and understanding of the artistic content of musical works and active music making. The purpose of the research is to substantiate, theoretically develop and experimentally test the methodology of forming a future music teacher’s readiness for teaching schoolchildren solo singing. The essence of the concept of “readiness for teaching schoolchildren solo singing” is revealed. It means the integrated professional quality of the future music teacher, based on an interested and responsible attitude to conducting classes with students directed at their spiritual, artistic-musical and vocal-performance formation, which takes into account the ability to mobilize one’s potential in the acquisition of vocal and methodological training, the ability to integrate professional knowledge and creatively extrapolate it in the process of teaching students. The structure of the future music teacher’s readiness for teaching schoolchildren solo singing, which includes personal-professional, cognitive-competence, organizational-activity components,is developed; the content of each component and their interrelations that ensure the integrity of the studied phenomenon are characterized. The pedagogical conditions for forming the future music teacher’s readiness for teaching schoolchildren solo singing are substantiated, namely: purposeful attitude to the formation of intentions and responsible attitude of the future music teacher to teaching schoolchildren solo singing; involvement of the future music teacher in the independent search and development of methodological and interactive support for teaching schoolchildren solo singing in extracurricular activities; stimulating the future music teacher’s ability to creatively extrapolate his/her own vocal and professional experience in the process of teaching schoolchildren solo singing. The study presents the content and course of research and experimental work, criterion-diagnostic apparatus for identifying the levels of future music teachers’ readiness for teaching schoolchildren solo singing. The effectiveness of the formation of future music teacher’s readiness for teaching schoolchildren solo singing has been experimentally tested. Experimental work was carried out in three stages: instructional-orientational, cognitive-exploratory, experiential-creative.