Praxeological Context of the Future Music Teacher's Pedagogical Action

У статті узагальнено наукові напрацювання та дослідні матеріали автора щодо специфіки педагогічної дії майбутнього вчителя музики в праксеологічному контексті. Використано методи: узагальнення наукових джерел; педагогічне спостереження, аналіз програм навчальних дисциплін, власного досвіду занять з постановки голосу. Доведено, що праксеологічний підхід сприяє інноваційності музично- методичної підготовки майбутнього вчителя до педагогічної діяльності, а її складником є педагогічна дія. До принципів педагогічної дії віднесено принципи самоорганізації, взаємодії, інтенсифікації. Успішному виконанню твору сприяє поетапна робота над нотним і словесним текстом, побудована на міждисциплінарних зв'язках.The article summarizes scientific developments of the researchers and experimental materials of the author concerning the nature and specificity of the pedagogical action of the future teacher of music through the praxeological context. There were used such theoretical methods: analysis, synthesis, generalization of scientific sources; empirical: pedagogical observation, analysis of programs of educational disciplines; comprehension of own pedagogical experience during practical classes on the voice settings with students from art faculties. The analysis made grounds for making such conclusions. A modern music teacher must be both well-prepared in subject and a slight psychologist, who organizes successful, productive, effective musical and pedagogical activity at school. The basis of productive pedagogical activity of music teacher is pedagogical praxeology. The praxeological approach used in the educational process contributes to the innovation of musical and methodological education of the future music teacher. An important element of pedagogical activity is the pedagogical activity of the educator, which is a manifestation, result, expedient act. Into principles of effective pedagogical action of music teacher were included principles of self-organization, interaction, intensification. For conducting music lessons on a praxeological basis are very important the profound knowledge of pedagogy and psychology, methods of teaching the subject, the history and theory of music, analysis of musical works and harmony, the ability to use a musical instrument, conducting vocal and choral work, developed musical rumor, a broad outlook, etc. Besides, an interdisciplinary connection of the indicated academic disciplines is also important. Moreover, it has been proved that the successful performance of the work is facilitated by a step-by-step work on musical and verbal text: analysis of the literary text, its content, artistic idea, emotional mood, syntax; work on sound engineering. It is essential to have thoughts about psychology, philosophy, language of singing activity; knowledge of the history of states, culture, literature, poetry of different cultures. Altogether it can help to understand what and how the character of the composer was formed. The purpose of classes is the development of personal qualities of performers, saturation with sound energy