The reform of the educational sphere occurs due to its integration into the global educational space, and the fulfillment of this important task requires the future teacher to be ready to perceive innovations. This allows us to consider the content of the concept of "innovative activity" in the preparation of a future teacher of musical art as a process of intellectual and creative activity of the student, which is aimed at creating and implementing new forms, qualities, means of musical and creative action, which are determined by an innovative idea, goals and expected results, the specific property of which is novelty.
The process of forming the readiness of students of the faculties of arts to implement innovations is based on the main directions of the tasks set in the dissertation, which contributed to the outline of the theoretical and methodological foundations of the study, which include the system-value, transdisciplinary, competency-based, technological-activity approaches that characterize the conceptual foundations of the innovative activity of a future music teacher in the process of professional training and create a theoretical prerequisite for highlighting and thoroughly studying the specifics of the readiness of a future music teacher to implement innovations.
We have determined the structure of readiness of students of faculties of arts to introduce innovations into professional training, namely: motivational-projective, reflective-conscious, creative-transformational components. The criterion of the motivational-projective component is the degree of formation of students' positive attitude towards the introduction of innovations among schoolchildren, the criterion of the reflective-conscious component is the degree of students' ability to analytically evaluate musical and pedagogical activities. The criterion of the creative-
transformational component is the degree of ability to independently implement professional training methods, and indicators for each criterion are also determined.
We have defined the following pedagogical conditions for forming the readiness of art students to introduce innovations into the process of professional training: actualization of innovative activity of students of art faculties through the effective use of media; stimulation of active and active ways of learning innovations; encouragement of self-regulation in professional training of students of art faculties.
The presented methodological model of forming the readiness of art students to introduce innovations into the process of professional training provides for a personal educational trajectory aimed at increasing the individual level of development of students, their practical mastery of innovations and skills to introduce them into the educational process at a high professional level. The methodological model of forming the readiness of art students to introduce innovations into the process of professional training from a defined goal, through a component structure and pedagogical conditions to a phased methodology of pedagogical research presented a full technological cycle.
To assess the readiness of future teachers of music to introduce innovations into the process of professional training, we developed a three-level system of levels. We divided respondents into those who have mastered these competencies at the cognitive-reproductive, activity-creative or artistic-emotional level. The cognitive- reproductive level of readiness of future teachers of music to introduce innovations into the process of professional training is characterized by a low level of motivation to use innovative means in professional training. Students do not understand their own mistakes and cannot analyze them. They lack self-identification as future teachers of music. The systematicity of knowledge is fragmentary, cognitive activity is low. Students can do creative exercises under the guidance of a teacher, follow all instructions, but have no desire to make their own interpretations of musical works. The use of multimedia and other innovative means is not a permanent condition for the education of these students. They are unable to transfer the acquired knowledge and skills into practical independent activity, do not implement teaching methods into
the creative process. Students lack algorithms for performing practical creative tasks. Professional, psychological, organizational skills are superficial.
The active and creative level of readiness of future teachers of musical art to implement innovations in the process of professional training reveals the ability of students to have a positive and responsible attitude to creative activity, motivation for professional training. Students are interested in educational activities, are interested in innovative teaching methods, show interest in creative projects.
