Methods of Forming Vocal-Performing Experience of Future Music Teachers

У статті розглянуто основні методи, які забезпечують формування вокально-виконавського досвіду, а саме: оновлення вокального матеріалу і повторення засвоєного; ескізно-цілісних виконавських ознак; образно-асоціативний; аналітико-формотворчий; активно-перетворювальних дій; порівняльно-оцінювальних художній дій; художньо-ціннісного опрацювання вокальних творів. Визначено, що методи мистецького навчання є послідовними логічно вивіреними способами консолідаційної діяльності викладача та студентів, спрямовані на з’ясування художньо-навчальних завдань. Доведено, що використання різних методів у роботі зі студентами сприяло прояву позитивної динаміки у формуванні вокально-виконавського досвіду в процесі вокальної діяльності.The article discusses the main methods that ensure formation of vocal-performing experience, namely: updating of vocal material and repeating the acquired one (promotes stronger assimilation of the vocal-educational material and takes into account hedonistic approaches in the process of cognition of artistic phenomena); sketch-integral performance features (provides a wider holistic coverage by students of genre-style features, as well as detailed processing of individual vocal works); figurative-associative (envisages enrichment of aesthetic experiences based on the formation and perception by students of artisticfigurative connections between different types of art); analytical-formative (is aimed at comparing expressive and visual means in varieties of art and on this basis students’ awareness of universal and specific artistic patterns. A holistic approach to artistic comparative analysis, where the content and form of artworks are viewed in indissoluble unity, serves as a fundamental point of the proposed method); active transformative actions (ensures development of practical and creative skills for the readiness of the future music teacher to realize himself creatively in an innovative art and pedagogical space in the light of socio-economic and cultural changes in society); comparative-evaluative artistic actions (provides orientation of the student’s consciousness to his own thoughts and feelings, evaluation of the results of vocal educational activity); artistic-value interpretation of vocal works (involves students’ perception, mastery of artistic values of works of art and their performing embodiment in modern conditions). It is determined that the methods of art teaching are sequential logically verified ways of consolidating the activities of the teacher and students, aimed at clarifying artisticeducational problems. It is proved that the use of various methods in working with students contributed to manifestation of positive dynamics in the formation of vocal-performing experience in the process of vocal activity. It is concluded that involvement of students in creative activities, the use of different methods in working with students contributed to the manifestation of positive dynamics in the formation of vocal-performing experience in the process of vocal activity