The study presents a theoretical substantiation and proposes a solution to the issue of forming vocal and professional competence of future music teachers on the basis of health preserving technologies.
The purpose of the study is the theoretical justification, development and experimental verification of the method of formation of vocal and professional competence in future music teachers on the basis of the introduction of health-saving technologies.
The problem of the ability of future specialists to use health-preserving technologies aimed at improving the physical and psychological health of schoolchildren of the new generation in the process of masteringsinging skills has been highlighted.
The purpose of the research is carried out in the theoretical substantiation, development and experimental verification of the method of formation of vocal and professional competence in future music teachers based on the introduction of health-saving technologies.
In the study of the theoretical foundations of the formation of vocal and professional competence of future music teachers, which made it possible to develop the essence of this concept. The essence of the concept of “vocal and professional competence of future music art teachers” is defined as standing for the ability of future specialists to perform at a high professional level functional responsibilities related to vocal and performing, vocal and educational activities based on acquired knowledge and practical experience of their creative use in the lessons with students.The main types of vocal and professional activity to be mastered by the future teacher are characterized, namely: performance of vocal work aimed at improving students’ musical taste and artistic thinking; mastering the methods of developing students’ musical abilities in the process of learning to sing, the formation of vocal and phonetic, performing and singing skills in students in a collective (mostly) form of music, conducting vocal and educational activity during extracurricular artistic and cultural events; organization of classes in vocal groups of solo and ensemble singing.
The structure of vocal and professional competence of future music art teachers in the unity of information and polymotivational, cognitive and professional, cognitive and integrative, formative and reflexive, competence-based and creative components is substantiated.On the basis of the above, a holistic methodical model of the formation of vocal and professional competence of future music teachers based on health-preserving technologies has been developed.The expediency of choosing a set of interrelated scientific approaches, in particular – competence-based as crosscutting, technological, humanistic, individually oriented as those that should be the conceptual basis for solving research problems is substantiated.
On the basis of these approaches, a number of pedagogical principles for the implementation of these approaches have been put forward, among which – principle of facilitative support; promoting the improvement of emotional and volitional self-regulation; developmental and compensatory principle; personalized; complementary integration; cyanogenic-phonation; cyanogenic-artistic orientation, hedonistic-optimistic synergy; polysubjective-communicative interaction.
The pedagogical conditions the provision of which will promote successful formation of vocal and professional competence in future musical art teachers are defined, namely: stimulating the responsible attitude of future music teachers to master health preserving technologies; integration of health-preserving technologies of general health and vocal-phonation orientation in the professional training of future music teachers; realization of individual experience of mastering health preserving technologies in independent pedagogical practice of future musical art teachers.The introduction of experimental methods of forming vocal and professional competence in future teachers of musical art on the basis of health-preserving technologies took place according to the preparatory-organizational and three main stages: analytical and motivational, formative and technological, pedagogical and practical.
