The study raises the question of forming pedagogical and interpretive skills of future vocal teachers in institutions of higher musical and pedagogical education. The essence of the concepts vocal-performance and vocal-pedagogical interpretation of the repertoire is considered and substantiated; the specifics of the manifestation of pedagogical skill of the teacher-vocalist are determined; the definition of the key concept of the research is presented – the pedagogical and interpretive skills of future vocal teachers, which is understood as a holistic professional quality, which is the process and result of deep assimilation of integrated and professional knowledge, mastery of performance, pedagogical and verbal interpretation skills, acquisition of corresponding abilities, which together lay the groundwork for a convincing and inspired disclosure of a personal understanding of the artistic meaning of a musical work for the students and their encouragement to an in-depth, comprehensive analysis and independent interpretation of the vocal repertoire. Special abilities corresponding to the specified professional quality include the activity of creative imagination, flexibility of thinking, artistry, empathic and communicative qualities, readiness for constant professional self-improvement.The structure of interpretive and pedagogical skills of future vocal teachers is presented in the unity of motivational and personalized, artistic and gnostic, performing-interpretive, interpretive-pedagogical components, as well as criteria, indicators and signs of manifestation of their evaluation and level characteristics of the formation of the studied phenomenon: individualized-creative, interpretive-independent, imitative-reproductive, initial-infantile.The effectiveness of developing methods for the formation of pedagogical and interpretive skills of future master students on the basis of semiotic-hermeneutic, comparative-stylistic subject-communicative, personal-creative approaches is substantiated. Taking into account the above-said, the work substantiates the pedagogical conditions for promoting the formation of interpretative and pedagogical skills of future vocal teachers, namely: encouraging the realization of the socio-cultural mission of future professional activity and its implementation based on the actualization of a personal vocation; providing an innovative impetus to the content of vocal and professional disciplines due to the introduction of effective modern methods and technologies; gaining experience in creating and implementing an interpretive model of vocal works and its extrapolation to vocal-pedagogical practice. The experimental part of the study included a summative and formative experiment, which were carried out at the value-oriented, educational-cumulative, and hermeneutic-pedagogical stages. The data obtained in the process of summative experiment made it possible to reveal that the majority of students were at imitative-reproductive and initial-infantile levels. The content of the formative experiment and the methods applied at each of its stages are presented.
