STAGES OF FORMATION OF VOCAL COMPETENCE OF FUTURE MUSIC TEACHERS

Abstract

The article provides a theoretical analysis and justification of the successive stages of forming vocal competence of future music teachers in the process of professional training. The relevance of the study is determined by the need to improve the system of professional training of music educators in the context of the competence-based approach and increasing requirements for the quality of music education. Scientific works of domestic and foreign researchers on the essence of vocal competence, specifics of vocal training and professional development of future music teachers have been analyzed. Vocal competence is defined as an integrative professional and personal quality that combines motivationalvalue, cognitive, activity-operational and reflexive components. Four successive stages of vocal competence formation have been identified and characterized: adaptation-motivational, basic-formative, creative-activity and reflexive-improvement stages. For each stage, the leading tasks, content of vocal work, methods and pedagogical conditions for effective competence formation have been determined. The adaptationmotivational stage ensures the formation of positive motivation for vocal activity, mastery of elementary vocal skills, development of musical hearing and singing breathing. The basic-formative stage involves systematic mastery of vocal technique, learning the methodology of voice training, accumulating academic repertoire, including classical romances, opera arias, folk songs. The creative-activity stage is characterized by intensive concert and performance practice, formation of individual performance style, development of stage culture, mastery of skills in interpreting chamber-vocal music of various styles. The reflexive-improvement stage is aimed at forming methodological competence in the field of vocal pedagogy, ability for critical self-analysis and professional self-development. It has been proven that the effectiveness of step-by-step formation of vocal competence depends on adherence to the principles of gradualism, consistency, individualization of learning, integration of theoretical and practical training, providing concert and performance practice. The research results can be used in developing curricula for vocal disciplines, organizing independent work of students, planning pedagogical practice of future music teachers.