The dissertation investigates the current problem of formation of musical-rhythmic competence of future teachers of music and choreography in the process of professional training, takes into account modern humanistic tendencies that determine the presence of a certain set of professional and personal qualities in art education. The significance of the formation of musical-rhythmic competence of future teachers of music and choreography for productive activities with students is analyzed. The concept of "musical-rhythmic competence" takes into account interdisciplinary links, the specifics of performing musical works for school-age students, as well as the achievements of modern information technology. In view of this, the formation of students of the faculties of arts of musical-rhythmic competence should be considered as one of the important professional characteristics of a modern teacher of music and choreography. The analysis of the content and essence of musical-rhythmic competence of students of faculties of arts of pedagogical universities is carried out on the basis of system-value, acmeological, constructive, hedonistic, creative approaches.
The organization of the process of formation of musical-rhythmic competence of future teachers of music and choreography is based on the structure, which contains: information-oriented, musical-developmental and productive-creative components. Each of these components includes elements that characterize and reveal their essential features. Information-oriented component is characterized by the content of educational material, which contributes to: accurate reproduction of metro-rhythmic musical notation of the author's text of the musical work, the development of students' melodic-rhythmic lines in intonation and phrase development, reflection of professional knowledge and learning experience. The musical-developmental component covers the forms, means and methods of influencing the emotional intelligence of students and allows to reveal the essence of the process of development of their musicality, which has a multifaceted nature and directs professional-technological and methodological support of this process. The third structural component - productive and creative, accumulates the functioning of the entire structural model of the formation of musical and rhythmic competence of future teachers of music and choreography. This important component contributes to the creation of a creative microclimate, encouraging students to creative cooperation in the implementation of educational and creative tasks using multimedia, modern computer technology and the involvement of innovative methods and forms of creative work with students.
Criteria for musical-rhythmic competence of future teachers of music and choreography have been developed, namely: the degree of motivational orientation of the installation to acquire musical-rhythmic competence (indicators: professional orientation to musical-pedagogical activity, ability to operate with musical-pedagogical knowledge and skills. methods of musical and rhythmic development of students, the degree of mastery of innovative pedagogical technologies); the degree of formation of perceptual and performing skills (indicators: the level of development of rhythmic sense, the ability to operate with internal auditory representations, the ability to differentiated choice of forms and methods of musical and rhythmic development of students); measure of ability to pedagogical creativity (indicators: the ability to use expressive means of musical rhythm when creating interpretations of musical works, the ability to use the possibilities of multimedia and modern computer technology, the ability to express themselves creatively in rehearsals with students).
The main principles of musical-rhythmic competence are: stimulation of the maximum auditory activity of the future teacher to perform a certain movement in the process of musical and choreographic activities, comprehensive mastering of musical-rhythmic skills and tempo-rhythmic stage action, encouraging reflective perception of works of art.
The pedagogical conditions for the formation of musical-rhythmic competence of students of the faculties of arts have been developed and implemented: reinforcement of intellectual operations by musical-rhythmic practice through the completion of internal and external activities; focus on the development of musical-performing motility (sharpening the sense of accents; the development of the semantic unit in the rhythmic organization of music); encouragement to poetic conjecture, expressive-poetic "deciphering" of rhythm, the desire to develop stable skills of performing behavior (metric accuracy, ideomotor skills); focus on awareness of musical rhythm through emotional and semantic material; diversification (consolidation) of a heterogeneous sum of metrorhythmic drawings and figures in the teacher's listening experience (polyrhythm, polymer).
