The dissertation work deals with the issue of educating the musical and aesthetic culture of future musical art teachers by means of festival-competitive activities. In the first chapter the content and the structure of musical and aesthetic culture is defined; the historical and pedagogical analysis of a problem of interaction of musical and aesthetic phenomena in the education of the person is carried out; the cultural and educational potential of the competition-festival activity is revealed; the structural-semantic model of technology of education of musical-aesthetic culture of future teachers of musical art by means of festival-competitive activity is substantiated and designed. The musical and aesthetic culture of the future teacher of musical art is a dynamic integrative personal formation, which is manifested in the formation of musical and aesthetic knowledge, in the development of aesthetic consciousness (feelings, needs, interests, tastes, ideals); availability of a set of methodological knowledge on the musical and aesthetic education of children and youth, which is manifested in the ability to apply them in future professional and pedagogical and artistic and aesthetic activities. The structure of musical and aesthetic culture of the individual is determined based on its understanding as a systemic integrative phenomenon, with the separation of its structural and functional components: understanding of culture as a state, as a process and as a result of creative development of musical and aesthetic values and acquiring artistic and aesthetic experience. The components of musical and aesthetic culture of future music art teachers are defined as cognitive, axiological, activity; its criteria and relevant indicators: spiritual and ideological (the formation of a system of theoretical and practical knowledge for musical and aesthetic activities; the development of figurative thinking, associative creative imagination; erudition in the field of art); emotional and value (system of value orientations of the teacher-musician, developed aesthetic feelings, the presence of musical and aesthetic preferences, expressed in certain aesthetic views, tastes, and needs); creative activity (formation of artistic and creative abilities, artistic qualities, the need for self-realization, mastery of performing skills, activity in the forms of musical and aesthetic activities of musical creativity and performing activities).
Based on the definition and discussion by experts involved in the experimental study of modern requirements for the professional education of music art teachers, we have developed and substantiated the technology of education of musical and aesthetic culture of future music teachers by means of festival-competition activities. Technology is presented as a gradual process of formation of general artistic, art, professional knowledge; emotional and value orientations, motives of self-development; development of musical and aesthetic needs and abilities through the acquisition of experience in artistic and creative activities, which is manifested in self-realization in various forms of musical and aesthetic activity and provides effective musical and aesthetic education of future music teachers. The result of research work was the introduction of the pedagogical technology into the educational process of pedagogical higher education institutions , which was developed in accordance with the requirements of pedagogical experiment and provided the following stages: motivational-target (future music teachers awareness of the importance of music education, future profession), organizational and pedagogical (mastering by students of art and professional knowledge that contribute to the education of components of musical and aesthetic culture in the process of educational, extracurricular work, pedagogical practice for students to acquire relevant methodological knowledge and performing techniques), executive and creative (involving students in participation in competitions (festivals) for the maximum disclosure of the creative individuality of the performer, which involves their own interpretation of the program material, the implementation of the original creative idea) and reflexive-corrective (analysis of the levels of formation and each of the components of musical and aesthetic culture based on reflection and individual self-correction for further self-education and self-education). The research was conducted in the following areas: optimization and use of the educational potential of academic disciplines in terms of humanitarization and humanization of the educational process; musical and aesthetic orientation of extracurricular work due to participation in festival and competition activities; self-education and self-improvement of future music art teachers in various forms of musical and aesthetic activity.
