The structure of artistic competence of future primary school teacher

У статті розглянуто й окреслено наукову проблематику мистецької компетентності майбутнього вчителя початкових класів. Уточнено сутність поняття на перетині дефініцій “компетентність” та “компетенція”. Означено тлумачення ключових та дотичних категорій у педагогічній літературі, їх зміст і структуру. Спираючись на науково-педагогічні джерела, встановлено недостатню розробленість структури мистецької компетентності майбутнього вчителя. Відтак, висвітлено зміст і структуру означеного поняття. З’ясовано, що наукового обґрунтування потребують педагогічні умови, методи та прийоми формування мистецької компетентності майбутнього педагога.The article considers the essence of the concepts “competence”, “competence”, “artistic competence of future primary school teachers” and on the basis of the theoretical analysis of the researched problem the structure of artistic competence of the future primary school teacher is outlined. The polar views on its solution and the essence of the phenomenon at the intersection of tangent definitions are clarified. The generalization of the experience of domestic and foreign scholars allowed us to formulate the definition of “artistic competence of the future primary school teacher” as follows: as a personal quality and the result of understanding the specifics of the artistic component of their own professional activity in the field of various arts during their practical mastery. The author considered the structural components of the competence of the future teacher proposed by scientists and adapted their scientific research to the plane of our study. Therefore, we propose the structure of artistic competence of the future primary school teacher in which we distinguish three components: personal-motivational, cognitive-reflexive and creative-organizational. Thus, the first component includes a set of personal traits necessary for a primary school teacher in teaching an integrated course “Art” and the formation of motives for the implementation of pedagogical support. The availability of the necessary knowledge of art (knowledge of song repertoire and works for listening) (grades 1–4), mastering basic knowledge of musical instruments, the ability to assess their own professional artistic activity and make appropriate adjustments became the basis of cognitive-reflexive component, preparation and organization of project, concert and extracurricular art work. Their combination and interaction comprehensively outline the essence of the basic category. Additional scientific justification requires pedagogical conditions, methods and techniques for the formation of artistic competence of future teachers, which we see prospects for further research