Methodological Basis for the Use of Participation Technology in Vocal-Pedagogical Process

У статті представлена теоретико-методологічне обґрунтування технології партисипації та її застосування у вокально-педагогічному процесі, зокрема в підготовці майбутніх учителів музичного мистецтва. Представлено два вектори щодо феноменології партисипації: її виникнення в прадавні часи й латентний стан розвитку в межах домінування міфологічної свідомості та картини світу; сучасна трансформація в управлінсько-організаційну методологію, що знаходить своє втілення в педагогічній галузі, зокрема, в мистецькій освіті. Каузально-функціональний аналіз дозволив визначити окремі причино-наслідкові зв’язки партисипації та вокального навчання, уточнити її функції та обґрунтувати відповідно до них наукові підходи. Це дозволило розкрити методологічну основу застосування технології партисипації у вокально-педагогічному процесі.Taking into account the relevance of innovations in art education, requirements for improving the quality of future musical art teachers, their readiness for high-quality activities with schoolchildren in the field of art education, technologies that have proved their effectiveness in other fields are becoming relevant. One of them is participation technology. The article presents theoretical and methodological substantiation of the participation technology and its application in the vocal-pedagogical process, in particular, in the training of future musical art teachers. The presented technology is based on a phenomenon which has received the name “participation ", however its various types had a latent state of development in the evolution of culture. It is shown that its origins can be found in the mythological consciousness, in association oneself with the totem. At the same time, participation as a practical-spiritual phenomenon was transformed into a managerial and organizational strategy of modern management. These two directions reveal the essence of the phenomenology of participation, prove versatility of its use in various practical activities, which is confirmed by methodological foundations of its interpretation and implementation, in particular, in the field of art pedagogy. Causal-functional analysis allowed identifying individual causal relationships of participation and vocal training, clarifying its functions and justifying in accordance with them the scientific approaches as a methodological basis for the use ofparticipation technology. The article substantiates the following functions of participation in vocal- pedagogical process: communicative, polycultural, organizational and creatively stimulating. Appropriate approaches are: artistic-communicative, cultural, organizational-innovative and acmeological. All of them contribute to the definition of pedagogical principles on which the teacher can rely during application of participation technology in the vocal-pedagogical process. Development of such principles based on the presented functions and approaches represents the prospect of further research