The dissertation examines the actual problem of the formation of auditory attention of future music teachers. Thanks to the purposeful formation of auditory attention, a student of the Faculty of Arts acquires the ability to hear much more in a piece of music than he could distinguish at the initial stage. To do this, it is necessary to activate such a method of communication, when the student will feel the freedom, sincerity of the teacher, partner attitude towards himself, be infected and inspired by compatible creative actions, as well as be filled with joy and success of such a dialogue.
Auditory attention of students of arts faculties is considered by us as a form of mental activity that ensures concentration on the process of learning, perception and performance of musical works, focus on observation, control, analysis, awareness, implementation and regulation. The auditory attention of future music teachers is considered by us from the standpoint of system-value, hermeneutic, reflexive-aware, hedonistic and creative-active approaches. The system-value approach to musical activity provides a solution to the problem of introducing the individual into the world of the creative process and mastering information through the value perception of the artistic and musical image and its reproduction. In this creative activity, an individual's internal work on self-awareness in the world takes place, which contributes to the development of the ability to establish creative interaction with the environment. The hermeneutic approach ensures the effectiveness of the educational process through spiritual-intellectual cognition and understanding of complex aspects of musical works. A reflexive-aware approach helps to trace a complex of individual actions, in which the individual's attention is directed to himself, to his consciousness, including the products of his own activity, as well as any interpretation, reinterpretation and transformation of his own past experience. The hedonistic approach includes the effect of pleasure, enjoyment of creativity, which is based on the idea of a balance of positive and negative affects, because any artistic events in the life of an individual cause an emotional response in him, accumulating, leading to a general feeling of satisfaction or vice versa, depending on , the affects of which sign prevail or are in harmonious balance. Thus, the emergence of enjoyment from the process of creative activity will depend on the sum of emotional reactions of the student of the Faculty of Arts with a positive sign. The creative-activity approach in the professional training of future music teachers is extremely important, because its use activates the motivation of future music teachers, promotes independent creativity, encourages the manifestation of creative activity in the process of professional training.
The structure of auditory attention of students of the faculties of arts in the process of musical performance includes cognitive-orientational, competence-evaluative, reflective-performative, creative-projective components. The cognitive-orientational component includes the intellectual ability to analyze and understand complex musical compositions, which requires a high level of cognitive abilities and skills from students of the faculties of arts. Perception of context is important in the development of auditory attention of students of art faculties, as it helps them to consider the meaning and significance of musical elements in the creative process and to increase the concentration of auditory attention on important means of musical expressiveness. The competence-evaluation component in the music-educational field finds its embodiment through the development of competence in music-performance skills. Competency in music encompasses a wide range of skills, knowledge and abilities that students in arts departments must acquire for a successful career in music. The reflexive and performing component in the musical education of students of arts faculties plays an important role in the formation of auditory attention and the development of musical skills. This aspect involves students' ability for self-analysis, self-control and internal reflection, which affects the quality of their musical performance. The creative-projective component in the formation of auditory attention of students of the faculties of arts involves a comprehensive approach to the development of auditory attention, which includes several aspects. This is the stimulation of the creative potential of students of the faculties of arts and the creation of their own compositions and interpretations of musical material.
